本研究旨在運用問卷調查167位台北市與新北市公立幼兒園兩歲專班教保服務人員，其班級經營之現況及實施感受難易度。班級經營分為五個面向：「課程與教學」、「教室環境」、「常規管理」、「行為輔導」及「親師關係」。研究發現教保服務人員：（1）整體班級經營現況符合程度高，實施感受難易度為普通偏容易。五面向中「常規管理」最符合現況，且感受難易度也最容易；「行為輔導」最不符合現況且感受難易度最困難。（2）「學歷」、「所在城市」對班級經營現況及實施感受難易度部分面向皆有顯著差異，而「擔任職稱」則對現況部份面向有顯著差異。研究者依研究發現，提出對未來實務與研究方面的建議。

This study aims to investigate preschool teachers’ current implementation of classroom management and the degree of their difficulty with perceptive implementation by questionnaire survey. For the subjects of this study, 167 educators working at the public preschools for 2-year-old children in Taipei City and New Taipei City were selected. The researchers applied the questionnaire of classroom management to collect data. There are five aspects in the questionnaire of classroom management, including “Curriculum and Teaching,” “Classroom Environment,” “Routine Care and Discipline,” “Behavioral Guidance” and “Parent-teacher Relationship.” The results of this study shows that the teachers’ (1) Current management of overall classes are highly consistent with the implementation, and teachers’ degree of difficulty with perceptive implementation in overall classes are from normal to easy. “Routine Care and Discipline” is the highest consistent to the implementation, and the easiest in degree of difficulty with perceptive implementation. “Behavioral Guidance” is the lowest consistent to the implementation and the most difficult in degree with perceptive implementation. (2) The variables of “Educational Background,” and “School Area,” have different significances to “Implementation of Classroom Management”, and “Degree of Teachers’ Difficulty with Perceptive Implementation”. In addition, the variable of “Job Title” has significant difference to some operation of “Classroom Management Implementation”. According to the results, the researchers proposed recommendations for practices and future research.