為了解臺北市國中導師管教信念、工作壓力與採用之管教方式的關係並探討相關影響因素，乃以臺北市國中導師191人為研究對象，再採用教師管教信念量表、教師工作壓力量表、教師管教方式量表等研究工具，獲取所需資料，再以描述統計、t考驗、單因子變異數分析、Pearson相關分析、多元逐步迴歸分析等統計方法進行分析，結果發現： 一、臺北市國中導師之管教信念傾向人本主義取向。 二、臺北市國中導師之工作壓力為中等偏低。 三、臺北市國中導師採用之管教方式傾向較多「反應」、較少「要求」之管教方式。 四、不同性別、不同年齡的國中教師，其採用之管教方式有顯著差異。 五、不同婚姻狀況、不同學歷背景的國中教師，其採用之管教方式無顯著差異存在。 六、不同人口變項之國中教師，其管教信念及工作壓力均無顯著差異存在。 七、國中導師管教信念與採用管教方式間有顯著的相關存在。 八、國中導師工作壓力與採用之管教方式間，無顯著關係存在。 九、管教信念與導師年齡，能有效預測導師會採用的管教方式。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。

本研究旨在探討國中教師管教信念、管教目標與管教策略關係之研究。乃以台灣地區（不含離島）北、中、南、東四個區域的國中教師，共686人為研究對象，採用教師管教信念量表、管教目標量表、管教策略量表等研究工具，獲取所需資料，再以描述統計、皮爾森積差相關、卡方考驗、單因子變異數分析、多元迴歸分析等統計方法進行分析。結果發現： 1. 當前國中教師管教信念較傾向開放；在管教目標方面，最重視品德人際目標，其次為正向發展與獨立目標，最後是成就目標；而管教策略則傾向要求較少，反應較多。 2. 女性教師的管教信念比男性教師更傾向開放，且更常使用「反應」的管教策略；而不同專業背景、不同任教年資教師在管教信念以及「要求」和「反應」的管教策略則均無顯著差異存在。不過，不同人口變項（性別、專業背景、任教年資）教師的管教目標有顯著差異存在。 3. 任教於不同學校環境變項的教師，管教信念、管教目標、管教策略間有顯著差異存在。 4. 教師管教信念越傳統，較常使用「要求」的管教策略，而教師管教信念越開放，則較常使用「反應」的管教策略。此外，教師越重視「品德人際」及「正向發展與獨立」的管教目標，較常使用「反應」的管教策略。 5. 就「要求」策略來說，管教信念及師資班的專業背景，為預測教師「要求」策略的重要變項，預測力為15.2%；就「反應」策略來說，管教信念、「品德人際」以及「正向發展與獨立」的管教目標，為預測教師「反應」策略的重要變項，預測力為23.8%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 關鍵詞：管教信念、管教目標、管教策略 / This study is focused on the relationship between Taiwan middle school Teachers’ disciplinary ideas and their goals and strategies. Subjects are 686 middle school teachers coming from different parts of Taiwan (not including other smaller islands).This study used the Teacher’s Discipline Idea Scale, Discipline Goal Scale and Discipline Strategy Scale as research tools to obtain the necessary data. The gathered data was interpreted with the use of descriptive statistics, Pearson’s Correlation, Chi-Square, One-way ANOVA, and Multiple Regression Analysis. Findings are as such: 1. Current middle school teachers have an open minded idea towards discipline. Regarding the disciplinary goals, our surveys showed that the most important factor was to promote “good moral conduct” ,the second was to promote “self-reliance and positive development”, and the last was to “develop a sense of accomplishment”. For the discipline strategies our results showed that , “demanding” was inclined to be fewer than the “responsive” strategy. 2. Female teachers’ idea on discipline was much more open than that of male teachers, e.g. female teachers tend to use “responsive strategies” more frequently than male teachers . There were no significant difference between teachers’ different professional background and academic years being teachers when their disciplinary strategies, such as “demand” and “responsive” were compared. However, there was a significant difference between different teachers’ demography (gender, professional background, academic tenure) with the teachers’ disciplinary goals. 3. Our result showed that teachers, who taught in different schools, displayed great differences in their disciplinary ideas, goals and strategies. 4. When a teacher’s idea on discipline is more traditional, the teacher tended to use a more “demanding” discipline strategy. While, a more open teacher, tended to have a more “responsive” discipline strategy. Teachers , who enforced much importance on “good moral conduct” and “self-reliance and positive development”, tended to use “responsive” discipline strategies. 5. The correlation analysis showed that the factors such as teachers disciplinary ideas and their academic backgrounds could explain at least 15.2% of their “demanding” disciplinary strategy. On the other hand, teachers, who emphasized “good moral conduct” disciplinary ideas could explained about 23.8% of teachers’ “responsive” strategy. From those findings, we have provided some insights and suggestions that would serves as reference for further future researches and studies. Keywords: Disciplinary Ideas, Disciplinary Goals, Disciplinary Strategies