研究者針對先前初構的學校效能系統化階層模式，在學生層級中又加入其在學校內的新資本之後，再以三階層線性模式（HLM）重新檢證導師工作滿意度和學生學業成績之是否有實質的關聯性？首先，本研究先檢閱目前相關的研究，發現教師工作滿意度和學生學業成績兩者的關聯性並無一致的定論。於是，本研究針對先前研究的缺失加以改進，考量一位班級導師帶一個班級學生的內屬階層特性，選用台東縣教育長期資料庫2005年國二學生的普查，共23所學校、86位班級導師和1,680位學生的資料，並採用適合分析階層資料的HLM來探討，同時也利用統計控制了影響導師工作滿意度和學生學業成績的背景和中介變項，而最後發現了班級導師工作滿意度高可以促進學生學業成績。

In addition to the pioneering school effectiveness systemized hierarchical model, the present study used students' neo-capital in school, and then explored whether there is a significant correlation between homeroom teachers' job satisfaction and students' academic achievement by the 3-level Hierarchical Linear Modeling. Firstly, related research was throroughly reviewed but no consistent correlation between homeroom teachers' job satisfaction and students' academic achievement was found. Secondly, this study selected second-grade junior high school students from the 2005 database of Taitung Educational Panel Survey and carried out a census. Total sample subjects included 23 junior high schools, 86 homeroom teachers and 1,680 students. Hierarchical data were analyzed by means of 3-level Hierarchical Linear Modeling, and the background and the mediating variables that might affect the two variables this study explored were statistically controlled. Finally, homeroom teachers' job satisfaction and students' academic achievement were found to be positively related. In addition, principals' leadership behavior, homeroom teachers' job satisfaction and students' academic achievement were also found to be related.