本研究之目的係探討國小教師的教師信念、領導行為與班級經營策略對班級經營效能之影響，以理論所架構之假設模式進行實徵資料之驗證。研究樣本主要取自臺中市之24所學校，包括 203 個班級共 203 位教師及 812 名學生。 本研究以結構方程模式的潛在變項之路徑分析(LV-PA) 來檢驗整體模型的適切性，並進行參數估計，用以檢驗各項假設的支持情形，研究結果發現： 1. 教師信念對領導行為、班級經營策略與班級經營效能均有直接正向影響，且亦會透過領導行為、班級經營策略之中介作用對班級經營效能有間接正向影響； 2. 領導行為對班級經營策略與班級經營效能均有直接正向影響，且亦會透過班級經營策略之中介作用對班級經營效能有間接正向影響； 3. 班級經營策略對班級經營效能有直接正向影響，並無間接正向影響。

The purpose of the research is to explore the influence on classroom management efficiency of the teacher's beliefs, leadership behavior and classroom management strategy. The research data is collected from 24 elementary school from Tai-chung city. The valid sample contained 203 class which included 203 teachers and 812 students. Results of latent path analysis of structural equation modeling to examine the fit of the whole model and estimate the parameter of structure indicated as follows: 1. "teacher's beliefs" had significant direct effect on "leadership behavior", "classroom management strategy" and "classroom management efficiency". and through the mediate of "leadership behavior", "classroom management strategy" had significant indirect effect on "classroom management efficiency". 2. "leadership behavior" had significant direct effect on "classroom management strategy" and "classroom management efficiency", and through the mediate of classroom management strategy had significant indirect effect on "classroom management efficiency". 3. "classroom management strategy" had significant direct effect on "classroom management efficiency", but hadn't significant indirect effect.