本研究旨在瞭解國民小學教師發展班級文化之現況，並探討不同背景變項的國小教師在發展班級文化上所呈現的差異情形。本研究之研究目的如下：(一)探討國民小學教師發展班級文化之內涵與現況；(二)瞭解國民小學教師發展班級文化與教師班級經營效能之關係；(三)瞭解國民小學教師發展班級文化與班級經營效能之預測情形；(四)根據研究結果提出建議，以提供教育行政機關、國民小學教師及未來研究者參考。 為達成上述研究目的，本研究採用問卷調查法收集並分析資料。研究工具係研究者自編之「國民小學教師發展班級文化與班級經營效能問卷」，並以台北縣、台北市、基隆市、桃園縣、宜蘭縣之公立國民小學級任教師為研究對象。所得資料以平均數、標準差、t考驗、單因子變異數分析、薛費法事後多重比較、皮爾森積差相關分析及多元逐步迴歸分析等統計方法進行分析。 本研究之主要發現與結論如下： 一、班級之組織特性適合運用形塑發展班級文化。而發展班級文化大致可從五個向度進行：(1)發展班級文化環境；(2)孕育班級文化活動；(3)營造班級文化特色；(4)凝聚班級文化共識。(5)激發班級成員表現。 二、國民小學教師發展班級文化的實際情形尚佳。國民小學教師所知覺發展班級文化的行為中，以「激發班級成員表現」的得分最高，亦即教師們在發展班級文化時，也能對學生投以高度關懷，增加學生的價值感。 三、國民小學教師背景變項中，性別、年齡、服務年資、學校所在地在發展班級文化問卷上均有顯著差異，而最高學歷、職務及學校規模無顯著差異。 四、知覺不同發展班級文化程度之國民小學教師，其在班級經營效能上的表現有顯著差異。 五、國民小學教師透過發展班級文化的認知與作為，可以提高其班級經營效能。教師發展班級文化及其各向度，與教師班級經營效能及其各向度間呈現顯著的正相關。 六、國民小學教師發展班級文化對班級經營效能有預測作用。 最後，根據本研究之文獻分析、研究結果分析與討論，提出幾點建議，以供教育行政機關、國民小學學校行政、國民小學教師及未來相關研究之參考。 / The purposes of this study are to understand the current situation of elementary school teachers’ developmental classroom culture and how different teacher backgrounds are reflected in the developmental classroom culture. The major concerns of this study were as fellows: (1) to investigate the current situation of teachers’ developmental classroom culture in elementary schools, (2) to analyze the relationships between teachers’ developmental classroom culture and classroom management efficacy, (3) to explore the predictive power of teachers’ developmental classroom culture on their classroom management efficacy, (4) to provide reference and suggestions based on the conclusions suggested by the survey data. The investigation was based on questionnaires which were distributed at 100 elementary schools in Taipei county, Taipei city, Kee-Long city, Tao-Yuang county, and Yi-Lang county. The data was analyzed statistically employing the method of descriptive statistic, t-test, one-way ANOVA, the Scheffé method, correlation analysis, and multi stepwise regression analysis. The major findings are as fellows: 1. The characters of the organization in the classroom are adaptive to shape and form the developmental classroom culture. And the developmental classroom culture is approximately to be possible to carry on five parts: (1) develop the classroom culture environment, (2) breed the classroom culture activity, (3) build the classroom culture characteristic, (4) condense the classroom culture, (5)stimulate the members of the class to act. 2. The current situation of elementary school teachers’ developmental classroom culture is good. There is high perception for teachers’ developmental classroom culture among the elementary school teachers. 3. Significant differences exist among the gender, age, service years, and school location for teachers’ developmental classroom culture. 4. Significant difference exists among high, middle, and low teachers’ perception of teachers’ developmental classroom culture for their classroom management efficacy. 5. Significant positive correlation exists between teachers’ developmental classroom culture and their classroom management efficacy. 6. The classroom management efficacy can be predicted by the teachers’ developmental of classroom culture. Based on the results of this study, some suggestions are made for educational administration, the elementary school administration, the elementary school teachers and future study.