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Abstract：
This study aims to investigate the relationship between teacher leadership and teacher professional identity for public preschool teachers. The study surveyed 298 public preschool educators of Taoyuan City with “Questionnaire for teacher leadership and teacher professional identity for the public preschool educator”. The data were analyzed by statistical methods such as descriptive statistics, Pearson's product-moment correlation coefficient, multiple stepwise regression, and structural equation model. The main findings are: 1. The current situation of teacher leadership and teacher professional identity for public preschool educators showed a high level of correlation. “Classroom teaching” had the highest score in the field of teacher leadership, and “job involvement” had the highest score in the field of teacher professional identity. 2. An intermediate level positive correlation described the relationship of teacher leadership and teacher professional identity for public preschool educators. 3. “Parentteacher interaction”, “preschool affairs involvement”, and “classroom teaching “combined for the best three predictors of teacher professional identity. Teacher leadership had a significantly positive effect on teacher professional identity for public preschool educators. According to the findings, suggestions for implementation and further studies are proposed.
Keywords： Public preschool, Teacher leadership, Teacher Professional Identity
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