本研究旨在探析幼兒教師個人傳統性—現代性的因素結構及其對歸因型態之影響。研究者以高高屏地區389名幼兒教師為問卷調查的受試者，蒐集所得實證資料利用結構方程模式競爭技術，進行一系列的參數估計與比較。驗證性因素分析結果顯示幼兒教師個人傳統性—現代性是一個二因素直交的概念模式，路徑分析結果顯示幼兒教師個人傳統性—現代性與歸因型態有顯著關聯。根據研究發現，研究者對幼兒教師人力資源管理相關議題加以討論並提出未來研究建議。

The main purpose of this study is to explore the factorial structure of individual traditionality-modernity, and to investigate the correlation between individual traditionality-modernity and achievement attribution style. The data are collected through questionnaires from a sample of 389 preschool teachers from Kaohsiung City, Kaohsiung County and Pingtung County. Statistically, structural equation modeling (SEM) is applied to the quantitative procedures of parameter estimations and model comparisons. According to confirmatory factor analysis, a two-factor orthogonalized model is supported. Path analysis show that achievement attribution style is significantly influenced by individual traditionality-modernity. Those findings will give helpful information to preschool teachers human resource management and future study.