本研究旨在瞭解幼兒教師敏銳度與社會支持的現況與相關情形。採問卷調查 法，以臺北市及新北市公、私立幼兒園教師/教保員為研究對象，發出600 份問卷， 回收有效問卷566 份。研究工具以「師生互動量表」評量教師的敏銳度，另以「社 會支持量表」評量教師接收到的社會支持情形，包含「情緒與資訊支援」、「工具支 援」與「評價支援」等三個分向度。研究結果發現：大臺北地區幼兒教師敏銳度屬 偏高情形；而社會支持程度屬中等偏高。研究結果亦發現，幼兒教師敏銳度，會因 為年齡、專業資格、任教年資、婚姻狀況、研習次數及薪資不同而達顯著差異。幼 兒教師敏銳度與社會支持各分向度均呈顯著正相關。幼兒教師的情緒與資訊支援、 評價支援以及研習次數和薪資等變項，對幼兒教師的敏銳度具有顯著的正向預測 力。最後依據研究結果提出相關建議，以供幼兒教師、幼兒園、主管機關以及未來 研究參考。

The purpose of this study was to investigate the relationship between preschool teachers’ sensitivity and social support. We used questionnaires as the research method, the research tools included Caregiver Interaction Scale and Social Support Scale. Teachers from public and private preschools in Taipei City and New Taipei City completed 566 valid questionnaires. The collected data was analyzed with SPSS software package. The results showed that the degree of preschool teachers’ sensitivity was high; and the degree of social support was medium-to-high for preschool teachers in Taipei area. According to relevant analysis, there were significant positive relations between preschool teachers’ sensitivity and social support factors: emotional & informational support, instrumental support, and appraisal support. According to simple regressions analysis, there was significant prediction of preschool teachers’ sensitivity within preschool teachers’ emotional & informational support and appraisal support. The suggestions based on these findings were provided for preschools teachers, educational institutions, and future studies.