本研究目的在探尋園、所長認知上對自己角色上的定位，該認知與行為間的關係以及幼稚園、托兒所文化特性與園、所長角色的互動關係。 本研究選了兩個園、所長及其工作的園、所為研究對象。運用了園、所長的反思日誌、到園、所觀察、晤談以及相關文獻的收集等方法來蒐集本研究資料。反思日誌書寫的目的在於：了解園、所長工作的內容、各項重要工作所遭遇到的處境，以及園、所長對該事項的處理策略與理念。觀察工作的目的在於：了解園、所長的工作內容，同時也了解園、所生態環境與園、所長工作的互動關係，以及互動行為背後的意涵。晤談工作的目的在了解園、所長對自己角色的認定，以及老師和其主管對園長角色的期望，同時，也是了解園、所生態環境與園、所長工作的互動關係，以及互動行為背後的意涵之主要資料來源。 研究結果發現：園、所長對於自己角色上之定位，其認知上的定位會影響到其扮演園、所長之行為走向。同時，資料也顯示了文化環境因素對園、所長角色的影響力。本研究對園、所文化特性亦提供了可參考之資料。

This research project studied：1. What the directors recognize as their role as a director. 2.What the relationship is between director’s cognition and her behaviors. 3.What the interactive relationship is between the culture of the kindergarten and day-care center and their directors’ role. The subjects in this study are one kindergarten and its director, and one day-care center and its director. This research adopts the methods of the reflective diary of the directors, observation, interview, and relevant materials to collect data. The results show：1.The kindergarten’s director thinks her role is more administration oriented, and the day-care center’s director thinks ther role is not only as an administration leader but an instruction leader as well. 2.The behaviors of the directors are influenced by their cognition of the role as a director. 3.Each organization has its unique culture, which therefore, influences the behaviors of the directors.