本研究旨在建構幼兒教師的個人品牌量表，採McNally與Speak（2002）提出的能力、標準及風格三構面為基礎，經由標準化程序來建立一份具有信效度的量表。研究採用問卷調查相關利益關係人（含園長、幼兒教師與家長）的看法，以分層隨機方式抽取臺灣地區60所幼兒園，有效回收問卷379份。競爭模式的比較，發現以五因素的一階模式較佳。建構完成的量表包括五構面：能力構面的「照護輔導能力」與「教保知能素養」、風格構面的「個人特質」與「儀容形象」以及標準構面的「處事做事準則」。量表共計34題，具有良好的信度與效度，可做為幼兒教師發展個人品牌之參考。

The purpose of this study is to construct a personal brand scale for preschool teachers. Based on the three dimensions ability, standard, and style, proposed by McNally and Speak (2002), a scale with good reliability and validity was established through standard procedures. Viewpoints of stakeholders from different sources, including administrators, preschool teachers, and parents, were investigated by questionnaire survey. Kindergartens in Taiwan were selected via stratified random sampling, and 379 valid questionnaire responses were retrieved. After comparing two competing models, the five-factor model was found to be a better fit. The five dimensions are “capacity of caring and guidance”, “professional knowledge,” “personal traits”, “image and deportment,” and “standards of dealing with things”. The first two dimensions are concerning capabilities, the next two dimensions are styles, and the last one is concerning standards. The questionnaire comprises a total of 34 items. This scale, given its good reliability and validity, may be a useful reference for preschool teachers interested in creating their personal brands.