本研究旨在採用幼兒教師的個人品牌量表瞭解目前在教育現場的現況，並以IPA方法分析個人品牌的重要程度與表現程度兩者的關係。研究採用問卷調查多方利益關係人（含園長、幼兒教師與家長）的看法，以分層隨機方式抽取臺灣地區60所幼稚園，有效回收問卷356份。幼兒教師個人品牌的整體及分構面，大致上認知程度屬於重要至很重要，表現程度介於符合至很符合。大多數題項的表現程度低於認知的重要程度，代表幼兒教師的個人品牌仍有進步空間；而IPA分析發現多數題項位於「繼續保持區」和「次要改善區」，園方人員和家長在各題的IPA象限之分布情形多數相同，但部份題目有差異，建議幼兒教師可從其中的落差情形中尋找平衡點，以發揮個人品牌之最佳綜效。

The purpose of this study was to understand the status of personal brand for preschool teachers, and the Importance-Performance Analysis (IPA) technique was used to explore the relationship between importance and performance of personal brand. Viewpoints of stakeholders from different sources, including administrators, preschool teachers and parents, were investigated by questionnaire survey. Kindergartens in Taiwan were selected with stratified random sampling, and 356 copies of effective questionnaires were retrieved. The performance of most of the items was lower than the importance of cognition. This reveals that there is still far more to go for preschool teachers' personal brand. In IPA, most of the items were located in ”Quadrant A-Keep Up the Good Work”, and ”Quadrant C-Low Priority.” Most of the items related to educators and parents were located in the same quadrant, but a few items were slightly different. It is recommended that the preschool teachers should look for a balance point from the differences among each item to fulfill the optimal synergy of personal brand.