本研究旨在探討國民小學教師班級經營知識與班級經營效能之間的關係。除探討國民小學教師班級經營知識、班級經營效能的內涵及現況，瞭解教師人口變項及學校背景變項在班級經營知識與班級經營效能得分的差異情形外，亦分析班級經營知識與班級經營效能之相關程度，並探討班級經營知識對班級經營效能的預測情形。 本研究係以台北縣、台北市、基隆市、桃園縣及宜蘭縣五縣市之公立國民小學教師為研究對象，以「國民小學教師班級經營知識與班級經營效能調查問卷」為工具進行研究，內含基本資料、國民小學教師班級經營知識問卷及班級經營效能問卷三部分，具有良好的信度、效度。預試有效樣本172位，以因素分析、信度分析、積差相關等，考驗預試問卷的信度、效度；正式施測有效樣本614位，分別以描述統計、t考驗、變單因子變異數分析、皮爾森積差相關分析、逐步多元迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民小學教師在知覺「班級經營知識問卷」的總得分上，屬於高等程度，在各向度之得分中，以「程序知識」最高；其次依序為「省思知識」、「策略知識」；最低則是「內容知識」。國民小學教師在「班級經營效能問卷」的總得分上，亦屬於高等程度，在各向度之得分中，以「教師教學效能」最高；其次是「班級經營策略」；最低則是「教室領導技巧」。 二、教師人口變項與學校背景變項中，年齡、最高學歷、服務年資、現任職務在班級經營知識問卷上，均具有顯著差異；而性別、學校規模、學校所在地無顯著差異。 三、教師人口變項與學校背景變項中，年齡、最高學歷、服務年資、現任職務在班級經營效能問卷上，均具有顯著差異；而性別、學校規模、學校所在地無顯著差異。 四、國小教師知覺班級經營知識問卷之得分，高、中、低三組在整體班級經營效能及班級經營效能各向度上，均有顯著差異；同時，不論在「整體班級經營效能」或「班級經營效能各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 五、班級經營知識及各向度，與班級經營效能及各向度間呈現出顯著的正相關，亦即國小教師知覺班級經營知識之內容知識、程序知識、策略知識、省思知識的得分愈高，則班級經營效能之教室領導技巧、班級經營策略、教師教學效能也愈高。 六、在探討班級經營知識各向度中，內容知識、程序知識、策略知識與省思知識四個向度均對班級經營效能有很好的聯合預測，其中尤以策略知識最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、師資培育機構、國民小學學校行政、國民小學教師及未來相關研究之參考。 關鍵字：班級經營知識、班級經營效能、內容知識、程序知識、策略知識、省思知識 / The purposes of this study were to explore relationships between teachers' knowledge of classroom management and their classroom management efficacy in elementary school. The fist were to explore the reality for teachers' knowledge of classroom management and their classroom management efficacy. Secondary, the researcher also investigated the differences of teachers' demographic variables and schools' background variables among teachers' knowledge of classroom management and their classroom management efficacy. Thirdly, to analyze the relationships among teachers' knowledge of classroom management and their classroom management efficacy. Finally, to explore predictive power of teachers' knowledge of classroom management on their classroom management efficacy. This study employed the survey method. The subject were 614 teachers randomly sample from 100 elementary schools in Taipei county, Taipei city, Kee-Lung city, Tao-Yuang county and Yi-Lang county. Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were： 1.There is high perception for teachers' knowledge of classroom management and their classroom management efficacy among the elementary school teachers. 2.Significant difference existed among the age, academics degree, seniority and position for teachers' knowledge of classroom management. 3. Significant difference existed among the age, academics degree, seniority and position for teachers' classroom management efficacy. 4. Significant difference existed among high, middle, and low teachers' perception of teachers' knowledge of classroom management for their classroom management efficacy. 5. Significant positive correlation between teachers' knowledge of classroom management and their classroom management efficacy. 6.In regression forecast of teachers' knowledge of classroom management to their classroom management efficacy, especially the variable of strategy knowledge has the biggest predictability. Based on the results of this study, to make some suggestions for educational administration, teacher education program, the elementary school administration, the elementary school teachers and future study.