本研究旨在瞭解幼兒園教師情緒勞務負荷、情緒智力與工作滿意度之相關性，並由不同之背景變項探究幼兒園教師在情緒勞務負荷、情緒智力與工作滿意度之差異情形。本研究以量化方式，採問卷調查法，以台中市幼兒園240位教師為研究對象，研究工具為「工作情緒與工作滿意問卷」，進行統計分析。 本研究的主要發現如下：一、幼兒園教師之情緒勞務負荷、情緒智力、工作滿意度屬中度偏高。二、幼兒園教師情緒勞務負荷情形因年齡、婚姻狀況、年資、階層等背景變項不同而有部分差異，其學歷之背景變項差異不顯著。三、幼兒園教師情緒智力情形因年齡、婚姻狀況、年資、階層等背景變項不同而有部分差異，其學歷之背景變項差異不顯著。四、幼兒園教師工作滿意度情形因年齡、婚姻狀況、年資等背景變項不同而有部分差異，其學歷、階層之背景變項差異不顯著。 五、幼兒園教師情緒勞務負荷與情緒智力呈正相關，其情緒勞務負荷愈高者其情緒智力愈高。 六、幼兒園教師情緒勞務負荷與工作滿意度呈正相關，其情緒勞務負荷愈高者其工作滿意度愈高。七、幼兒園教師情緒智力與工作滿意度呈正相關，其情緒智力愈高者其工作滿意度愈高。

The purpose of this study is to understand the relationship between emotional labor, emotional intelligence, and job satisfaction for kindergarten teachers, and use different background variables to explore the differences of kindergarten teachers in emotional labor, emotional intelligence, and job satisfaction.This study used quantitative methods through survey investigation, using 240 kindergarten teachers in Taichung City as the research subjects. The research tool is the “job attitudes and job satisfaction survey.” The main findings of this study are as follows: 1. The emotional labor, emotional intelligence, and job satisfaction of kindergarten teachers are high for the mid range. 2. The emotional labor of kindergarten teachers has some differences due to background variables such as age, marital status, number of years worked, and status; the background variable of academic experience does not show significant difference. 3. The emotional intelligence of kindergarten teachers has some differences due to background variables such as age, marital status, number of years worked, and status; the background variable of academic experience does not show significant difference. 4. The job satisfaction of kindergarten teachers has some differences due to background variables such as age, marital status, and number of years worked; the background variables of academic experience and status does not show significant difference. 5. For kindergarten teachers, there is a positive correlation between emotional labor and emotional intelligence; higher the emotional labor, higher the emotional intelligence. 6. For kindergarten teachers, there is a positive correlation between emotional labor and job satisfaction; higher the emotional labor, higher the job satisfaction. 7. For kindergarten teachers, there is a positive correlation between emotional intelligence and job satisfaction; higher the emotional intelligence, higher the job satisfaction.