本研究指在探討不同背景變相的托嬰中心家長對電子聯絡簿的應用滿意度及親師溝通成效。採用問卷調查法針對研究者本身工作地點的托嬰中心75位嬰幼兒家長進行網路問卷調查，並輔以半結構是訪談法採配額抽樣方式邀約受訪者，取樣標準為每個年齡層(0-1歲、1-2歲、2-3歲)各抽樣3男3女的嬰幼兒家長，訪問18位嬰幼兒家長。問卷調查法使用李克特量表(Likert Scale)的五點量表搜集及取得的資料，進行描述統計來分析研究參與者的基本特性資料。再利用單因子變異數分析法，以了解不同變項家長在使用電子聯絡簿的滿意度及比較不同背景變項的家長親師溝通成效。最後進行皮爾遜績差相關分析，分析滿意度與溝通成效這兩個變數之間是否有相關。其次，將訪談內容以逐字稿方式記錄並順序編碼和歸納不同背景變相的家長對電子聯絡簿的應用滿意度與親師溝通成效的結果。將問卷調查的結果和訪談所歸納出之結果進行交叉比對，以確定托嬰中心家長對電子聯絡簿的應用滿意度的看法和態度與親師溝通的觀點與成效是否相互符合。

The purpose of this research is to discuss the parents’ satisfaction of mobile apps/electronic contact book and the effectiveness of parents-teacher communication in a variety of parents’ background. The research adopts online questionnaire survey to target a population of 75 parents from the daycare center of the researcher. Quota sampling is performed to randomly select 6 samples from each age group of their babies (0-1, 1-2, 2-3 years old). Total of 18 parents of 3 male and 3 female babies from each age group are invited to participate in a semi-structured interview. Likert scale with five-level Likert items is used to collect data in the questionnaire. The collected five-scaled data is then analyzed by descriptive statistic to acquire sample’s basic profile. Furthermore, the profile is examined with one-way analysis of variance (one-way ANOVA) to understand the parents’ satisfaction of mobile apps/electronic contact book in different profile groups and compare the effectiveness of parents-teacher communication in different profile groups. In addition, the content of interview is word-by-word type-recorded with assigned sequential codes (ordinal numeration). The worded records of the 18 samples are then used to summarize the parents’ satisfaction and the effectiveness of parents-teacher communication (in a variety of parents’ background). Cross-comparison of both results from questionnaire survey and semi-structural interview verifies the consistency between the parents’ opinion with satisfaction of mobile apps/electronic contact book and the effectiveness with aspect of parents-teacher communication.