当前我国学前教育事业面临前所未有的挑战和机遇，随着《国家中长期教育改革和发展纲要（2010-2020）》颁布以来，一系列的促进学前教育发展的重要文件和政策相继出台，对学前教育发展也从规模扩张向提升质量转变。提升学前教育质量就必须要依靠一定的评估督导，我国多个省份近年来纷纷出台幼儿园办园水平评估办法，对幼儿园进行分等定级评估，并广泛应用于行政管理、收费标准制定以及教育资源分配等方面，发挥了独特的作用。在园长负责制的管理体制下，幼儿园的办园理念和特色文化、专业化团队建设、和谐的家园共建等等均需要依靠园长的正确领导，园长的领导力水平尤为显得重要。

基于探索园长领导力和办园水平之间的关系以及园长领导力如何影响办园水平等问题的思考，本研究选取十堰市范围内的各级各类幼儿园进行了抽样问卷调查。

研究分析发现：1、园长领导力总水平均比较高，外部资源协调力、价值领导力、发展规划领导力等几个方面分值略低于其他项。2、园长任职年限对园长领导力特别是结构、人际以及教育三个维度上呈现出极其显著差异，从教6-10年、担任园长11年以上的园长领导力水平更高。3、幼儿园办园等级和园长领导力水平之间，以及与结构领导力（包括内部管理优化力）、教育领导力（包括课堂教学领导力）、人际领导力（包括团队建设能力、沟通协调能力）之间有着显著的正相关关系。4、人际领导力对办园等级的提升有显著贡献力。

综上研究，园长要从自身内部因素提升领导力水平，社会外界也要给与更多的支持提升园长领导力，从而实现幼儿园升等定级和办园水平的提升，促进学前教育高质量发展。

At present, China's preschool education is facing unprecedented development opportunities. Since the promulgation of the "National Medium and Long-Term Education Reform and Development Outline (2010-2020)", a series of important documents and policies to promote the development of preschool education have been issued successively. Scale expansion to improve quality. To improve the quality of preschool education, we must rely on certain assessment and supervision. In recent years, many provinces in China have introduced assessment methods for the level of kindergarten establishments. Distribution has played a unique role. Under the management system of the principal ’s responsibility system, the kindergarten ’s philosophy and distinctive culture, professional team building, and harmonious homestead co-construction all depend on the correct leadership of the principal, and the leadership of the principal is particularly important.

Based on the consideration of exploring the relationship between the principal's leadership and the level of the park and how the principal's leadership affects the level of the park, this study selected a variety of kindergartens at various levels in Shiyan for a sample questionnaire survey.

The research analysis found that: 1. The total level of kindergarten principal’s leadership is relatively high, and the scores of external resource coordination, value leadership, and development planning leadership are slightly lower than other items. 2. The length of the principal's tenure shows extremely significant differences in the three dimensions of the principal's leadership, especially the structure, interpersonal and education. The principal has a higher level of leadership from 6-10 years of teaching and 11 years of principal. 3. Between the  kindergarten’s level and the level of the principal ’s leadership, as well as structural leadership (including internal management optimization), educational leadership (including classroom teaching leadership), interpersonal leadership (including team building ability, communication and coordination ability) have a significant positive correlation. 4. Interpersonal leadership has a significant contribution to the promotion of the kindergarten’s level.

Based on the above research, the principal of kindergarten should improve the leadership level from its own internal factors, and the outside world should also give more support to enhance the principal ’s leadership, so as to achieve the promotion of the kindergarten’s level and promotion of preschool education quality development.