幼兒教育是扎根永續發展教育（ESD）的關鍵階段，然公立幼兒園於推動時常面臨組織支持與外部網絡連結之挑戰。因此，本研究以「全校式治理（WSA）」為視角，探討教保人員知覺組織支持之現況、差異、相關情形及外部網絡分佈。採橫斷式量化設計，以新北市公立幼兒園教保人員為對象，透過分層叢集抽樣施測永續發展教育–學校組織支持量表（ESD-SOQ），回收有效樣本 332 份。資料採描述性統計、t 檢定、單因子變異數分析（含 Welch 與Games-Howell 檢定）、皮爾森相關及卡方與費雪精確檢定進行分析。
實證分析結果顯示：一、組織支持整體屬中上水準，以「多元溝通」表現最佳；二、組織支持知覺具顯著之「職務差異」，外部網絡多集中於校長與園長階層；三、外部網絡具顯著「體制差異」，附設幼兒園之外部合作比例較高；四、支持構面皆呈顯著正相關，尤以「團隊支持」與「專業結構」、「適應性」之關聯最深，顯示各項支持結構在運作上相輔相成。
根據研究結果顯示，公立幼兒園推動永續發展教育之成效，與不同職務間之知覺落差及學校體制差異密切相關。本研究亦探討相關可促進永續發展教育之政策與管理建議，以作為相關單位參考。

Early childhood education is a critical stage for building the foundation of Education for Sustainable Development (ESD). However, public preschools often encounter challenges related to organizational support and external network connections when implementing ESD. This study therefore adopts the "Whole School Approach (WSA)" as a framework to examine preschool teachers' perceived organizational support—its current status, differences across groups, associations among dimensions, and the distribution of external networks.
A cross-sectional quantitative research design was employed, with public preschool teachers in New Taipei City as the study sample. The ESD School Organization Questionnaire (ESD-SOQ) was administered through stratified cluster sampling, yielding 332 valid responses. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA (with Welch's test and Games-Howell post hoc comparisons), Pearson correlation, and chi-square and Fisher's exact tests.
The findings from empirical analysis are as follows: First, overall organizational support was at a moderately high level, while "Diverse Communication" is the highest rated factor. Second, perceived organizational support differed significantly by job position, and external networks were concentrated mainly among principals and preschool directors. Third, external networks differed significantly by institutional type, with school-affiliated preschools showing a higher proportion of external collaboration. Fourth, all support dimensions were significantly and positively correlated with one another, with "Team Support" showing the strongest associations with "Professional Structure" and "Adaptability," suggesting that these support structures operate in a mutually reinforcing manner.
The research results suggest that the effectiveness of ESD implementation in public preschools is closely associated to perceptual gaps across job positions and differences in school institutional type. Based on these results, this study further discusses policy and management recommendations for advancing ESD, offering a reference for relevant authorities.

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