本研究旨在探討台灣國中教師自我效能感與集體效能感的關係。為達研究目的，本研究以707位國中教師進行問卷調查，採用俄亥俄州教師效能感量表與教師集體效能信念量表做為測量工具，藉由描述性統計、重複量數單因子變異數分析及階層線性模式分析資料。研究發現：一、國中教師的班級經營自我效能感較高，學生投入自我效能感較低；二、各校教師的學生紀律集體效能感高於教學策略集體效能感；三、教師自我效能感存在校際差異；四、國中教師的年資、性別、教育程度、婚姻狀況及兼任職務對於教師自我效能感具有預測作用；五、學校位置與學校規模對於教師自我效能感沒有預測作用；六、國中教師的集體效能感對於教師自我效能感具有預測作用。

The purpose of this study was to investigate the relationship between teacher selfefficacy and collective teacher efficacy among junior high school teachers in Taiwan. A total of 707 teachers responded to the Ohio State Teacher Efficacy Scale and the Collective Teacher Beliefs Scale. The descriptive statistics, one-way repeated measures ANOVA, and hierarchical linear modeling were used to analyze data. The major findings of the study revealed that: 1. the level of self-efficacy for classroom management was perceived to be the highest and the level of self-efficacy for student engagement was perceived to be the lowest; 2. the level of collective efficacy for student discipline was perceived to be higher than that for instructional strategies; 3. there was a significant difference in the level of teacher self-efficacy among different junior high schools; 4. teachers’ number of years in teaching, gender, education level, marital status, and adjunct post could predict teacher self-efficacy significantly; 5. neither school location nor school size could predict teacher self-efficacy significantly; and 6. collective teacher efficacy could predict teacher self-efficacy significantly.