本研究旨在探討高中師生團體凝聚力、集體效能與自我效能的關係。本研究以台灣公私立高中教師與學生為母群體，採分層隨機抽樣的方式，總計抽取9所學校，共102位學校教師及學生852人為研究對象。經自編量表施測後，以積差相關、逐步多元迴歸進行資料分析，主要研究結果有以下幾點：（1）學生團體凝聚力、學生集體效能、學生自我效能分量表的關連性均達顯著；教師團體凝聚力、教師集體效能、教師自我效能分量表間的關連性多達顯著。
（2）學生團體凝聚力、學生集體效能可以顯著預測學生自我效能；教師集體效能可以顯著預測教師自我效能。（3）學生團體凝聚力與學生集體效能之交互作用可以顯著預測學生自我效能；教師團體凝聚力與教師集體效能之交互作用可以顯著預測教師自我效能。最後，對高中學生、教師、學校、教育行政當局及未來研究者提出相關建議。

The main purpose of this study was to examine the relationships among high school teachers’ and students’ group cohesion, collective efficacy and self efficacy. The subjects, 102 teachers and 852 students who stratified random sampling in Taiwan, were administered by Students’ Self Efficacy Scale, Students’ Collective Efficacy Scale, Students’ Group Cohesion Scale, Teachers’ Self Efficacy Scale, Teachers’ Collective Efficacy Scale, and Teacher Group Cohesion Scale, and analyzed by
Person Correlation Analysis, Step-wise Regression.
The main results of this study were: (1)There were significant correlation between the subscale of students’ self efficacy, students’ collective efficacy, students’ group cohesion; there were almost significant correlation between the subscale of teachers’ self efficacy, teachers’ collective efficacy, teachers’ group cohesion. (2) Students’
group cohesion and students’ collective efficacy could significantly predict students’ self efficacy; teachers’ collective efficacy could significantly predict teachers’ self efficacy. (3)The interaction of students’ group cohesion and students’ collective efficacy could significantly predict students’ self efficacy; The interaction of teachers’ group cohesion and teachers’ collective efficacy could significantly predict teachers’ self efficacy. Finally, suggestions would be made for high school teachers, students, administrators and future researchers.