When the classroom environment is safe, reductions in aggression and an increase in compliance with rules can be expected. Teacher self-efficacy is therefore likely to play a significant role in teachers’ participation in the change process of implementing strategies that assist with classroom management styles. The purpose of this study was to examine the relationship between teacher self-efficacy and classroom management styles (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). Teachers’ characteristics such as age, gender, education level, years of teaching experience, grade level taught, and class size were also explored to provide insight on teacher training and professional development programs. Survey data were collected from 43 teachers in urban and rural area of West Tennessee. The Spearman correlation analysis indicated a correlation between teacher self-efficacy and the four classroom management styles while the linear regression model showed that teacher characteristics do not predict teacher’s self-efficacy. This study revealed that the practice of preventive strategies by teachers had a greater impact on teacher self-efficacy scores compared to other classroom management strategies (reward strategies, initial corrective strategies, and later corrective strategies). Findings reinforce that school climate plays a significant role in the professional development of teachers and their use of specific classroom management practices. Addressing the gap between teachers’ efficacy beliefs and classroom decisions could help school professionals to develop interventions to minimize this gap, which could, in turn, promote positive school outcomes, such as students’ behavior adjustment and academic achievement.

本研究旨在以國中導師信念、班級經營策略與班級經營效能之關聯作實證性之研究。具體而言，本研究欲瞭解：（1）國中導師信念、班級經營策略及班級經營效能的現況。（2）國中導師信念及班級經營策略在導師背景變項上之差異程度。（3）國中導師信念、班級經營策略與班級經營效能的相關程度。（4）國中導師班級經營策略與效能在導師性別及信念上之差異程度。（5）各變項對國中導師班級經營效能的預測力。 本研究之研究對象為桃園縣公立國中導師及學生，以「國中導師信念及班級經營策略量表」、「國中學生反應意見量表」為工具進行研究。預試有效導師樣本95份、有效學生樣本149份，以次數分析、因素分析、相關分析、信度分析等方法，分析研究信度與效度。正式施測的有效導師樣本183份、有效學生樣本1113份，分別以描述分析、t考驗、單因子變異數、二因子變異數、積差相關分析、逐步迴歸分析等統計方法進行研究分析。本研究重要發現如下： 一、「導師職責信念」與「學校地區」、「年齡」、「婚姻狀況」、「導師年資」等變項達顯著差異。 二、「開明領導信念」與「婚姻狀況」達顯著差異。 三、「班級經營策略」分別與「導師年資」、「任教年級」達顯著差異。 四、「班級經營策略」分別與「導師職責信念」、「開明領導信念」成正相關。 五、「班級經營效能」分別與「導師職責信念」、「開明領導信念」成正相關。 六、「班級經營效能」與「班級經營策略」成正相關。 七、在威權管理與消極防堵信念方面女性導師的班級經營效能優於男性導師。 八、「任教年級」、「團隊合作策略」、「學校規模」三變項對班級經營效能具有預測力。 本研究根據研究結果提出建議，以提供中小學教師、中小學校、教育行政機關、師資培育機構及未來研究者之參考。 / The purpose of this research is to investigate the relationships among classroom management beliefs,strategies and efficiency of hoomroom teachers in junior high schools. The Subjects in this research are 183 teachers and 1113 students in Tao-Yuan County's junior high schools.The statistic methods used in this research include: descriptive analysis, T-test, One-way ANOVA, Two-way ANOVA, product-moment correlation, etc.The findings are as follow: 1.Significant differences existed among "Schools' location", "Age", "Marriage status" and "Years of being teachers" for "Tutor-charge belief" . 2.Significant differences existed between "Marriage status" and "Open-minded leadership belief". 3.Significant differences existed among "Years of being teachers" and "The grade the teachers teach" for classroom management strategies. 4.Significant positive correlation among "Tutor-charge belief and "Open-minded leadership belief for classroom management strategies. 5.Significant positive correlation among 'Tutor-charge belief and "Open-minded leadership belief for classroom management efficiency. 6.Significant positive correlation between "Classroom management strategies" and "Classroom management efficiency". 7.As to "authoritive-management belief and "negative -prevention belief , female teachers' management efficiency are higher than male teachers' management efficiency. 8.The best predictors for classroom management efficiency are "The grade the teachers teach", "Co-operation strategy", and "The scale of the school" . Based on the results of this study, to make some suggestions for educational administration, the elementary and high schools, the teachers in elementary and high schools and future study.

本研究旨在比較分析國民小學優良教師與一般教師的班級經營策略與班級氣氛的關係，以供增進國民小學教師班級經營效能之參考。 研究者透過推薦程序，選定優良教師的班級學生及一般教師的班級學生合計979位為施測調查對象，並應用次數分配、積差相關、t考驗、多變量變異數分析、多元迴歸分析等統計方法，進行各項考驗分析，最後歸結出以下的主要研究發現： 一、在「開學第一週班級經營策略」、「整學期班級經營策略」、「班級氣氛」等三方面，優良教師的表現均優於一般教師。 二、「認識策略」、「偏差行為輔導策略」、「教師支持」與「革新」的班級氣氛等方面，均具有區分優良教師或一般教師的較佳指標。 三、「教師支持」與「革新」是良好班級氣氛的最佳指標。 四、「教師控制」的班級氣氛，一般教師高於優良教師。 五、「開學第一週班級經營策略」愈好，「整學期班級經營策略」就愈好，「班級氣氛」也愈好。 六、「開學第一週班級經營策略」對班級氣氛的預測力，優良教師高於一般教師。 七、「人口變項」對班級氣氛的預測力，一般教師高於優良教師。 八、「開學第一週常規教導策略」對優良教師的反向意義性大於一般教師。 最後，本研究分別針對優良教師、一般教師、國民小學、師資培育機構、教育行政機關提出增進國小教師班級經營效能之具體建議，同時也建議未來進一步研究方向。 / The purpose of this study aimed to understand the relationship of teachers’ classroom management strategies with classroom climate, and to explore the differences of good teachers and general teachers in classroom management strategies and classroom climate. 14 good teachers’ classrooms and 20 general teachers’ classrooms were recommended. The subjects were fifth grade of 979 student in their classrooms. Date of this survey were analyzed by Frequencies, t-test, MANOVA, Correlation Analysis and Multiple Regression. The major findings were： 1.In “the classroom management strategies in the first week”,”the classroom management strategies in the whole semester” and “classroom climate”, good teachers performed better than general teachers. 2.”The strategies of recognition”, “handling deviated behavior” and the climate of “teacher support”, “innovation” were the most significant differences between good and general teachers. 3.The “teacher support” and “innovation” were best indicators of the classroom climate. 4.General teachers performed higher “teacher control” than good teachers. 5.The better “the classroom management strategies in the first week” performed, the better “the classroom management strategies in the whole semester” and “classroom climate”. 6.”The classroom management strategies in the first week” were better predictors for classroom climate among good teachers than general teachers. 7.”The demographic variables” were better predictors for classroom climate among general teachers than good teachers. 8.”The teaching rules strategies in the first week” were more opposite predictors for classroom climate among good teachers than general teachers. This paper made some concrete suggestions based on the results of this study for practical and further study.

本研究旨在探討國民小學教師運用學習型班級經營策略之情況，及學習型班級經營策略與班級經營效能之關係。除探討國民小學教師學習型班級經營策略、班級經營效能的內涵及現況，並瞭解教師背景變項及學校背景變項在學習型班級經營策略與班級經營效能得分上的差異情形，另外，亦分析學習型班級經營策略與班級經營效能之相關程度，及學習型班級經營策略對班級經營效能的預測情形。本研究主要採文獻分析、問卷調查及深度訪談法進行，並根據研究結果做成結論，並提出具體建議。 本研究對象為臺北市、臺北縣、基隆市、桃園縣及宜蘭縣五縣市之公立國民小學教師，抽樣調查100所公立國民小學共1200位教師為研究對象，調查結果以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法，進行資料處理分析。在訪談對象方面，共計訪談臺北縣、市公立國民小學教師五位。 根據文獻分析、問卷調查以及訪談分析所得資料，本研究主要發現如下： 一、國民小學教師運用學習型班級經營策略情況良好。 二、國民小學教師班級經營效能情況良好。 三、不同年齡、服務年資、學校地區國民小學教師在學習型班級經營策略 量表上的得分，達到顯著差異。 四、不同年齡、服務年資、學校地區、學校規模國民小學教師在班級經營 效能量表上的得分，達到顯著差異。 五、學習型班級經營策略表現程度越高，班級經營效能也越佳。 六、學習型班級經營策略與整體班級經營效能及各向度具有正相關。 七、學習型班級經營策略對班級經營效能具有預測作用。 根據上述研究結果，針對題升學習型班級經營策略之運用，提出幾點建議： 一、對國民小學教師的建議 （一）瞭解學習型班級經營策略內涵，並善用團隊互動學習策略。 （二）班級共同願景的擬定應透過與全班學生討論而訂定，並融入教師對 班級的期望。 （三）教師可召集數位教師成立班群，相互協助支援班級或全校學習活 動。 （四）透過多重管道強化親師溝通管道，善用家長協助及資源。 （五）建立班級規則以有效處理班級事務，並尋求適當舒壓管道。 二、對國民小學學校行政的建議 （一）鼓勵教師成立相關學習型班級經營團隊以獲得資源協助。 （二）學校各處室相互配合及支援，共同建構學習型班級計畫。 （三）由學校辦理專業學習型班級經營講座，並由具相關豐富帶班經驗教 師主講。 三、對教育行政機關建議 （一）辦理學習型班級經營相關教學策略研習課程並彙整成手冊發送於學 校教師。 （二）建立網路講座平臺，分享學習型班級相關資源。 四、對未來研究的建議 （一）擴大研究範圍，增加研究樣本。 （二）問卷的編製對象可分教師及學生部分。 （三）學習型班級經營策略內涵向度的再釐清。 / This study aimed at the current situation of the application of learning classroom management strategies for elementary school teachers and the relationship between learning classroom management strategies and classroom management effectiveness. Furthermore, the analyses of how the differences of demographic variables and school's background variables influenced teachers’ learning classroom management strategies and classroom management effectiveness were also investigated. Finally, the relationship between learning classroom management strategies and classroom management effectiveness was surveyed in this study. The questionnaire survey was the main research method of the study. There were 1200 sampled teachers from 100 public elementary schools in northern Taiwan (Includes Taipei County, Taipei City, Kee-Lung City, Tao-Yuang County and Yi-Lang County). Moreover, the interview method was also conducted to probe further information. In total, 5 elementary school teachers were interviewed in the study. The data were analyzed by employing the arithmetic average, standard deviation, t-test, one-way analysis of variance, Pearson’s product- moment correlation, and stepwise multiple regression. The results of the research were as follows: 1.The application of learning classroom management strategies for elementary school teachers is above the average level. 2.The present situation of classroom management effectiveness for elementary school teachers is above the average level. 3.There are significant differences in learning classroom management strategies among the age, seniority and school location 4.There are significant differences in classroom management effectiveness among the age, seniority, school location and school size. 5.The higher learning classroom management strategies, the better classroom management effectiveness . 6.There is a positive correlation between the whole and each dimension of learning classroom management strategies and classroom management effectiveness. 7.Learning classroom management strategies was the significant predictor of classroom management effectiveness. Based on the conclusions of this study, several concrete recommendations were made for elementary school teachers, elementary school administration, the institution of educational administration and further researchers.

The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning. / Educational Leadership and Management / M. Ed.

The aim of this study was to investigate the management strategies conducive to establishing constructive discipline for optimal learning. The study represented a case study conducted in a primary school in the Empangeni district of KwaZulu-Natal. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing focus group and individual interviews. The research findings revealed that optimal learning is achieved through effective classroom management practices promoting constructive discipline. A classroom environment in which constructive discipline prevails includes the organisation of the physical environment in a functional way, the consideration of instructional strategies such as teachers being well-prepared for the lesson, as well as class routines and procedures being well communicated. Based on the findings of the empirical investigation, and concurring with the findings from literature, recommendations were made regarding classroom management strategies for constructive discipline in order to arrange for optimal learning. / Educational Leadership and Management / M. Ed. (Education Management)