本研究的目的，旨在探討一位幼兒園園長之領導風格與其形成原因、其領導風格對教師教學工作之影響，以及教師對園長領導風格之期待。本研究採質化研究取向之個案研究法，蒐集資料的方式包括深度訪談及觀察。經過一年又三個月的探究，研究者獲得幾個主要的研究發現：（1）由於園長個人的經驗歷程，使其形成一些獨有的領導風格，其中包括，個性固執、相信現場學習的效果、招生第一，以及強勢的領導作風；（2）由於園長的強勢領導風格，造成老師們在會議中喪失專業對話的機會、直接介入教學導致授權功能不明，以及招生工作的執行，影響正常課程的運作且打擊老師們的工作士氣；（3）老師們希望在會議中能事先了解會中的討論主題，並希望在專業上的生涯規劃能獲得更多的彈性和尊重。

The purposes of this case study are to discuss a preschool director’s leadership, how the director’s leadership influences the preschool teachers in their teaching jobs and what the leadership is expected by the preschool teachers. Taking the qualitative methods with case study, this study uses the depth-interview and observation for collecting the data. Going through 15 months for this study, the findings show that because of the director’s experiences, first of all, the director presents some unique leaderships, including the obstinate individuality, believing the professional training in-service, particularly emphasizing the enrollment and the coercive leadership. Secondly, the coercive leadership of the director causes the preschool teachers lost many opportunities in professional conversation and the meddling with teachers’ jobs directly from the director resulting in the problem of empowerment. Also, because of the coercive leadership, the performance of enrollment leads to interrupt the preschool daily routine and influence the teachers morale. Finally, the preschool teachers have expected that: (1) they can be told the discussible topics before the meeting; (2) they can get more alternative and respectful from the director in their career as well.