本研究採用質性研究方法，探討一個園長的領導。目的在瞭解利園長（化名）從入園開始是如何領導園所、型塑園所的樣貌。在將近一年半的時間裡，研究者以訪談、參與觀察、文件檔案和研究日誌等方法蒐集資料，並以紮根理論研究方法作分析，發現「評鑑」成為園長於「課程與教學」的領導上明顯的分界，評鑑後藉由「教授在園輔導」之外力，幫助園所繼續朝向目標前進。整體課程與教學的領導來看，園長乃在協助教師實踐教學；提供教師接受訓練、專業發展的機會。評鑑前利園長偏向於人事行政和環境的領導，評鑑後則以課程與教學為焦點。內外因素如：「評鑑、園長經驗與能力以及個人人格特質」均交互影響著利園長的領導。賦權、近程戰果的出現和願景以及教職員工對園長信任度的交錯，成為全園願意繼續改革的長征。

This study qualitative researches to explore a director’s leadership in the kindergarten. The aim is to understand how director Mrs. Lee (faint name) led the kindergarten from the date she went in. Also how she sculptures the image of the kindergarten. Within one and half years the researcher interviewed, observed, filed and took note to collect all the data. Then used grounded theory to analysis and find she clearly used “assessment” as the dividing line in her leadership of curriculum and teaching. Internal and external inferences were likes: “assessment, director’s experiences and abilities, also individual personality” will cross interferences with Mrs. Lee’s leadership.