本研究旨在探討慈濟教師教學信念與教學行為之關係，採用問卷調查、晤談為研究方法。問卷調查以502位慈濟教師為樣本，參與晤談有10位慈濟教師；輔以晤談資料，以與量的結果相互印證。研究所得結論為：1.慈濟教師的教學信念高於平均數3。2.不同背景變項的慈濟教師在教學信念上有顯著差異。3.慈濟教師的教學行為高於平均數3。4.不同背景變項的慈濟教師在教學行為上有顯著差異。5.慈濟教師教學信念與教學行為間有顯著相關。6.慈濟教師教學信念能有效預測教學行為，「學生差異」是主要的預測變項。根據研究結果提出建議，一在慈濟教師方面：1.加強專業進修與閱讀。2.多向資深教師請益。3.加入教師團體，增強教學原動力。4.充實輔導知能，瞭解學生差異。5.培養以身作則的精神。6.重視情意教學的引導。7.適度參與行政事務。二在行政方面：1.學校提供行政支援。2.舉辦教師教學交流活動等建議，作為教師教學改進之參考。

This study explores the relationship between the teaching belief and teaching behavior of Tzu-Chi teachers. Research methods are questionnaire survey and interview, the former sampled 502 Tzu-Chi teachers, the latter interviewed 10 of these.Conclusions are as follows:1. Tzu-Chi teachers tend toward progressive teaching beliefs and behaviors.2. Tzu-Chi teachers with different background variables reach a significant level in the teaching belief and behaviors.3. Teaching belief and teaching behavior of Tzu-chi teachers are significantly correlated.4. Teaching belief of Tzu-Chi teachers can effectively predict teaching behavior, and