本研究旨在探究國中導師信念、班級經營策略與班級經營效能之關連性。研究的結果顯示：１.【導師職責信念】在【學校地區】、【年齡】、【婚姻狀況】、【導師年資】等變相上達顯著差異。２.在【開明領導信念】方面，已婚受試顯著高於未婚受試。３.【班級經營策略】分別在【導師年資】、【任教年資】達顯著差異。４.【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。５.【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。６.【班級經營效能】與【班級經營策略】成正相關。７.【任教年級】、【團隊合作策略】、【學校規模】三變項及班級經營效能具有預測力。板研究根據研究結果提出建議，以提供教育行政機關、師資培育機構、國民中學行政單位、國中教師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 homeroom teachers in junior high schools. The findings are as follows: 1.“tutor-charge belief”shows significant differences in “schools location”, “age”, “marital status” and “years of being a teacher”. 2.As for “open-minded leadership belief” the percentage of married people is significantly higher than the percentage of unmarried among all the testees. 3.Classroom management strategies show significant in “years of being teachers” and “the grade the teachers teach”. 4.There is a significant positive correlation among “tutor-change belief” and “open-minded leadership belief” for classroom management strategies. 5.There is a significant positive correlation among “tutor-change belief” and “open-minded leadership belief” for classroom management efficiency. 6.There is a significant positive correlation between “classroom management strategies” and “classroom management efficiency”. 7.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, some suggestions are made for educational administration of the junior high schools, the teachers in junior high schools, and future study.