This study aims to explore the relationship between leadership style of public and private kindergarten principals and job satisfaction of teachers in Macao. Surveys were used in this research and 262 teachers who work in Macao public and private kindergartens were sampled. LBDQ and MCMJSS questionnaires were used as the instrument to collect the quantitative data. All the collected data were analyzed by using the descriptive statistics, Pearson correlations and one-way ANOVA of the SPSS. The results and suggestions were as the following: Results: 1. High-initiating structure and high-consideration were the leadership styles used by most principals of Macao public and private kindergartens, and they scored higher on the initiating structure behaviors than the consideration behaviors. Compared with the teachers who work in private kindergartens, public kindergarten teachers perceived more consideration and initiating structure behaviors from their principals. Moreover, no association was found between school type and principal’s consideration behaviors; but principal’s initiating structure and total leadership behaviors appeared quite different between school types. 2. Teachers who work in Macao public and private kindergartens were more satisfied with their jobs, and their internal job satisfaction was found higher than external job satisfaction, Job satisfactions of private and public teachers appeared quite different in total as well as both internal and external dimensions of job satisfaction. 3. Results showed a significant correlation between principal’s leadership style and teacher’s job satisfaction in both public and private kindergartens, and initiating structure and consideration behaviors of principals were strongly correlated with teacher’s job satisfaction. Teacher’s external job satisfaction also increased with their perception of principal’s consideration leadership styles. Suggestions: 1. Suggestions for kindergarten principals: i. High initiating structure and high consideration are preferred leadership styles. ii. Consideration leading behaviors should be strengthened. iii. Knowledge and skills in administrative management are to be further developed. iv. Be more attentive to the professional and career counseling of teachers. 2. Suggestions for teachers: i. To establish positive self-concept and achieve preschool educational aspiration. ii. To rich the knowledge of preschool education through taking professional refresher courses, and to exalt individual professional development. iii. To actively participate in school works and improve your self-esteem. 3. Suggestions for educational authorities: i. To launch some continuous training courses about kindergarten leadership, and enhance opportunities for teachers to communicate with fellow practitioners. ii. To improve the social status of professional preschool teachers. iii. To increase subsidies for continuing education and training courses of teachers. 4. Suggestions for educational training schools: i. To establish more master degree programs in preschool education. ii. To hold more conferences, workshops, seminars, extension courses or educational demo activities to broaden teachers’ horizon.

本研究旨在探究澳門公私立幼稚園園長領導型式與教師工作滿意之情形及其 間之關係。本研究採用調查研究法，研究之對象為本澳 262 位公私立幼稚園學前教育幼稚園教師,利用 LBDQ 及 MCMJSS 問卷進行量化的資料蒐集。所得的資料用 SPSS 統計軟件中的描述統計 (descriptive statistics)、Pearson 積差相關及 one-way ANOVA 處理數據和分析,得出下列研究結果和建議。 研究結果： 一. 本澳公私立幼稚園園長同是採用高倡導高關懷的領導方式,以倡導領導行為高於關懷領導行為。另外，公立幼稚園的教師感受園長的關懷及倡導領導行為比私立幼稚園的教師來得明顯。公立及私立幼稚園教師在關懷因素諸面上沒有顯著的差異，但在倡導因素層面和總領導行為上卻有顯著的差異。 二. 本澳公私幼稚園的教師屬於「高」工作滿意度,而內在滿意度高於外在滿意度。公立及私立幼稚園教師的整體工作滿意度及兩個因素層面上有顯著的差異。 三. 本澳公私立幼稚園園長領導行為方式與教師工作滿意度之間存在顯著的關係，幼稚園園長關懷和倡導領導行為方式與教師工作滿意度之間存在顯著的關係。其次教師感知幼稚園園長的關懷領導方式對其外在工作滿意度增加較明顯。 建議 : 一. 對幼稚園園長之建議 1. 領導行為方式宣採用高倡導高關懷。 2. 關懷領導行為層面宜增強。 3. 進修行政管理知識和技巧。 4. 關注教師的職業生涯輔導。 二. 對教師之建議 1. 建立正面的自我觀念,實現對幼兒教育的抱負。 2. 透過專業進修,豐富對幼兒教育的認識,並提昇個人專業成長。 3. 主動參與學校工作,加強對工作的自我肯定。 三. 對教育當局的建議 1 開設幼稚園領導持續培訓或進修的課程，增加教育同工交流意見的機會。 2. 提高幼稚園教師的在社會上的專業地位。 3. 增加持續培訓或進修課程的津貼。 四. 對師資培訓機構的建議 1. 增設舉前救育碩士學位課程。 2. 定期舉辦研討會、工作坊、座談會、講座或教學觀摩活動，開闊教師視野。