本研究旨在探討一位男性幼稚園領導者之轉型領導風格與園務實踐。探討重點包括幼稚園男性領導者轉型領導風格之特質、該幼稚園男性領導者成為領導者之歷程與幼教理念、幼稚園男性領導者轉型領導風格在園務實踐的具體作為、以及幼稚園男性領導者與女性領導者的差異性，並且分析幼稚園男性領導者所面臨的挑戰與因應。本研究選定台北縣新莊區專家學者認為是成功典型的幼教經營模式「一條龍」的男性領討者為研究對象，採個案研究方式進行；訪談對象是個案幼稚園領導者及教職人員。 根據主要研究發現，歸納本研究的結論如下： 壹、轉型領導對園務實踐具有一定的成效，個案領導者之轉型領導風格與教育理念受到老師及家長的肯定。 貳、轉型領導風格對園務實踐之成效可供幼稚園領導者參考，尤其是個案男性幼稚園領導者的慷慨解囊，更值得學習。 叁、個案男性領導者肩負全園教職員之期許，必須面對挑戰而有所因應。 肆、個案男性領導者相較於女性領導者，在領導風格上確有其差異性。 根據上述研究結論，提出下列建議： 一、幼教主管機關應以具體行動支助與鼓勵幼稚園走向E化，並表揚園務實踐有具體成效的優良領導者與幼稚園。 二、幼稚園之領導者應採轉型領導的經營理念，以因應少子化之時代挑戰。 三、男女性幼稚園領導者均須放開心胸而大有為，發揮轉型領導的特質，有效實踐幼教園務，以達到幼教理念。 四、對後續研究之建議： (一)研究主題方面：將題目進行修改或者延伸，可加入更多變數，使得主題更多方向、多樣化。 (二)研究研究重點方面：可以增加更好，更多方面之構面及構面間相互影響，尤其是性別相關要素。 (三)樣本選取方面：可增加幼稚園或者增加女性領導者之個案，做為對照比較之研究。 (四)時間空間方面：由於研究者是單一研究者，所以無法顧及同一時間內，其他空間對同一事件發生之反應，所以針對此項遺憾，對後續研究者之見議是若在經濟允許之下可以請一些人幫忙研究，或者是可以與對此議題同好者一齊共同研究。 (五)研究方法方面：在研究資料之呈現受限，故也建議後續研究者可以加一些量化之研究以補此之缺失，或者可以以量化研究來做另一種不同方式之研究。並可增加量化之資料分析。 (六)同理心方面：訪談之進行可以以同理心或同理的方法對幼稚園的教職員進行訪談，提高訪談資料的信認度。 The purposes of this research were to understand the transformational leadership style of a male leader of a Kindergarten, and to explore how the leadership style was performed by the male leader for the practice of Kindergarten management. A successful male leader of a Kindergarten in Sinjhuang City, Taipei County was purposively selected as the case of this research and an deep and semi-structured interview was conducted to collect data for analysis. Questions for the interview were outlined as: (1) What were the characteristics of the transformational leadership style of the male leader? (2) What were the main ideas and beliefs of the male leader for his management and leadership? (3) How was the transformational leadership style performed in the practice of Kindergarten management? (4) What were effects of the transformational leadership style of the male leader on his management of the Kindergarten? and (5) What were the challenge and problems the male leader faced and how did he overcome them? Based on the analysis of interview data, this research reached the following conclusions : 1. There were positive effects of the transformational leadership style on the practice of Kindergarten. 2. The leadership style and educational beliefs of the male leader were well recognized and approved by teachers and parents of the Kindergarten. 3. Taking the male leader as model, some of his practice of leadership and management, especially his generosity, were worth to learn for the other leaders of kindergarten. 4. Facing the radical situation, the male leader of the Kindergarten really had strategies to cope with challenge and to overcome problems. According to conclusions mentioned above, some suggestions for kindergarten leaders and further researchers were provided.
