本研究依據相關文獻建立理論模型，來探討學前教師的背景變項如何透過工作特性、組織氣氛等中介變項對工作滿意度，以及工作倦怠感造成影響，主要目的在於探究相關因素的影響，並且藉此釐清變項之間可能存在的影響機制。在資料統計分析上使用了因素分析、多元迴歸分析和路徑分析等方法，透過問卷方式對327 位花蓮縣市的公私立幼稚園與托兒所教師進行調查。本研究結果顯示：（1）工作特性、組織氣氛等中介變項對工作滿意度，以及工作倦怠感都有顯著影響；（2）背景變項對工作滿意度的影響，主要是透過中介變項的影響所致，背景變項並非影響工作滿意度，或是工作倦怠感的直接原因，因此本研究所建構的理論模型對於工作滿意度，以及工作倦怠感之解釋獲得有力的支持。最後，研究者根據研究結果，提出如何增進學前教師的工作滿意評價，以及有效降低其工作倦怠感的實務建議，俾供教育管理與未來研究之可行方向。

On the basis of a theoretical model deduced from previous research, this study investigated how the background variables of preschool teachers affected their job satisfaction and job burnout through intervening variables such as job characteristics and organization climate. The purpose of this study was to investigate the effect of related factors and then to explore the influence mechanism that possibly existed among these variables. The statistical methods, consisting of factor analysis, multiple regression analysis and path analysis, were employed to analyze the results of a questionnaire gathered from 327 respondents who were all teachers of public and private kindergartens and preschools in Hualien District. The results of this study were shown as follows: (1) The intervening variables, job characteristics and organization climate, had significant effects on job satisfaction and job burnout; (2) Based on the results that job satisfaction was mainly affected by the intervening variables, not directly caused by the background variables, this study strongly supported the theoretical model accounting for the job satisfaction and job burnout among these preschool teachers. Finally, according to the results, practical suggestions to promote job satisfaction and effectively reduce job burnout were proposed for educational management and future studies.