本研究旨在探討學前教師在融合教育情境下專業承諾與教學效能之關係。為達研究目的，以臺中市公私立幼兒園教師為研究對象，採分層隨機抽樣方式抽取600位教師進行問卷調查，回收有效問卷509份（有效回收率84.8％），問卷填答結果以平均數、標準差、典型相關、多元迴歸分析等方法進行統計分析，研究發現如下：一、臺中市學前教師在融合教育情境下專業承諾屬中高程度，其中以「專業認同」最高。二、臺中市學前教師在融合教育情境下教學效能偏高，其中以「教學互動」最高。三、臺中市學前教師在融合教育情境下專業承諾各向度與教師效能各向度呈現典型相關。四、臺中市學前教師在融合教育情境下專業承諾對教學效能具有預測力，其中以「研究進修」具最佳預測力。最後，根據研究結果，提出相關建議作為幼兒園教師與未來研究之參考。

The purpose of this study was to explore the relationships between professional commitment and teaching efficiency of teachers in preschool inclusive education classes. A self-developed questionnaire was used to collect data from the target subjects to survey their sense of professional commitment and teaching efficiency. A total of 600 copies of questionnaire were distributed to stratify-sampled preschool teachers in Taichung City. Only 509 respondents returned, representing an 84.8% valid response ratio. The data was analyzed by using statistical methods of mean, standard deviation, canonical correlation analysis, and multiple stepwise regression analysis, etc. According to the results, the conclusion is as follows: 1. The professional commitment of teachers in preschool inclusive education classes shows medium-high degree. 2. The teaching efficiency of teachers in preschool inclusive education classes is close to high degree. 3. A canonical correlation existed professional commitment and teacher’s teaching effectiveness in preschool inclusive education classes. 4. The professional commitment of the teachers in preschool inclusive education classes can predict the teaching efficiency effectively. The findings of this work are expected to provide feasible suggestions for the preschool teachers as well as researchers who are interested in this topic.