本研究旨在探討幼兒園教師情緒管理與班級經營之現況、差異及相關情形。本研究以104學年度中彰投地區公立幼兒園教師進行調查研究，共回收有效樣本524份，分析情緒管理與班級經營之現況、差異及相關情形。根據分析結果，本研究獲得之結論如下：（一）幼兒園教師的 情緒管理與班級經營屬中上程度，其中分別以「情緒覺察能力」為最佳。（二）不同年齡、服務年資、職務和幼兒園規模之幼兒園教師在情緒管理上呈現顯著差異。（三）不同年齡、最高學歷、服務年資和職務之幼兒園教師在班級經營上呈現顯著差異。（四）幼兒園教師情緒管理與班級營呈現顯著正相關。（五）教師情緒管理對班級經營有預測力。

This study investigated the relationship between emotion and classroom management among preschool teachers in Taichung, Changhua, and Nantou (Taiwan). A total of 524 valid questionnaires were retrieved. The current situation of preschool teachers’ emotion and classroom management was explored, and the differences in the emotion and classroom management strategies employed by teachers from different backgrounds were compared. Finally, the relevance and predictive power of kindergarten teachers’ emotion and classroom management were investigated. The five main findings of this study are as follows: First, the teachers’ emotion and classroom management were above average, particularly their “emotional awareness ability.” Second, the differences in their background characteristics, including their age, seniority, position, and school size, had a significant effect on their emotion management. Third, differences in their background characteristics, including their age, education level, seniority, and position, had a significant effect on their classroom management. Fourth, the results revealed a positive correlation between their emotion and classroom management. Finally, their emotion management significantly predicted the effectiveness of their classroom management.