幼兒園教師個人品牌、幼兒園品牌權益與滿意度探討

The Study of Preschool Teacher’s Personal Brand, Preschool’s Brand Equity and the Satisfaction

本研究旨在探討幼兒園教師個人品牌、幼兒園品牌權益與滿意度的現況，並探討變項間的影響關係。為達研究目的，本研究利用問卷調查多方利益關係人（含主管、教師與家長）的看法，以分層隨機方式調查台灣地區60 所公私立幼兒園，有效回收問卷379份。研究發現受試者知覺幼兒園教師個人品牌、幼兒園的品牌權益及其滿意度情形，整體而言各變項尚屬良好，但各層面間有落差；變項的關係，則發現幼兒園教師個人品牌影響幼兒園品牌權益，而個人品牌和品牌權益皆會影響滿意度，幼兒園品牌權益具有中介效果。整體而言，實證資料與考驗的模式之間的適配度良好。

The purpose of this study is to explore the current status of preschool teacher’s personal brand, preschool’s brand equity and the satisfaction, and the relation among the three. To achieve this goal, a questionnaire survey was conducted to collect viewpoints from various stakeholders, including administrators, preschool teachers, and parents. 60 preschools in Taiwan were selected using stratified random sampling, and 379 questionnaires were returned with valid responses. It is found that preschool teachers’ personal brand, preschools’ brand equity, and the overall satisfaction are fairly good, but differences exist among the levels under the variables. Among the variables, it is found that preschool teachers’ personal brand would affect the organization’s brand equity. Secondly, both preschool teachers’ personal brand and preschools’ brand equity can affect the satisfaction. Moreover, preschools’ brand equity has a mediating effect. Overall, the empirical data and the test model fit well.