本研究旨在探討臺南市公立幼兒園教師專業成長與教學效能之關係，採用問卷調查法，以叢集取樣方式進行抽樣，共發出306 份問卷，回收有效問卷275 份。研究結果發現，臺南市公立幼兒園教師之專業成長與教學效能現況皆屬良好程度；不同幼兒園規模、教學年資、年齡之教師在教師專業成長的知覺有顯著差異；不同幼兒園規模、年齡及學歷之教師在教學效能的知覺有顯著差異；教師專業成長對教學效能具有顯著的預測力。最後根據研究結果，分別對教育行政機構、幼兒園、幼兒園教師及未來研究提出具體建議。

This study aims to explore the relationship between teacher’s professional growth and teaching effectiveness of public preschool teachers in Tainan City. The study uses questionnaire to collect data regarding preschool teachers’ professional growth and teaching effectiveness. By cluster sampling, a total of 306 questionnaires are distributed, and 275 effective ones are retrieved. Based on study results, some findings are obtained:the present statuses of the public preschool teachers’ professional growth and teaching effectiveness in Tainan City are in good condition; significant differences on preschool teachers’ professional growth vary with different preschool scale, teachers’ teaching years and age; significant differences on preschool teachers’ teaching effectiveness vary with different preschool scale, teachers’ age and educational level; preschool teachers’ professional growth has high predictive power on teaching effectiveness.Finally, according to conclusions, some suggestions are offered to educational administrative organization, preschool, preschool teacher and future research.