研究旨在透過TALIS2018教師問卷調查數據，採次級資料分析法從班級經營師培課程與在職培訓、班級經營樣態、自我效能探討臺灣國中小、高中教師的班級經營狀況。分析結果表明，臺灣各級教師的班級經營狀況呈現如下態勢：1.各級教師接受班級經營師培課程與在職培訓的比例高且差距小，班級經營的職前教師教育和在職進修具有很大優勢；2.國中教師知覺的班級經營師培課程準備度最高，高中教師知覺的準備度最低，國小教師知覺的需求度最高；3.各級教師班級經營行為頻率相似，由高到低為告訴遵守課堂規則—聽我講話—快點安靜—安撫學生，但高年級教師比低年級教師更注重安撫學生；4.在班級氣氛上，各級教師的認可度由高到低均為營造愉悅氣氛—因打斷浪費時間—有干擾噪聲和等學生安靜，但高中教師知覺的班級噪音、打斷、干擾比國中小教師多；5.各級教師維持班級秩序時間約佔總教學時間的15%。維持班級秩序的壓力有資歷與級任差異，高中資淺教師壓力最大，國小資深教師壓力最小，國小資深和資淺教師的壓力差距最小，國中資深和資淺教師的壓力差距最大；6.國小教師的班級經營自我效能略高於國中教師，國中教師略高於高中教師，高中教師的班級經營自我效能最低。整體而言，國中小教師知覺的班級經營各項調查有良好表現，高中教師有提升空間。基於此，提出四點研究啟示。

Based on the data of TALIS 2018 teacher questionnaire, this study aims to explore the situation of classroom management of primary and secondary school teachers in Taiwan from three aspects: Pre-service and in-service teachers’ training for classroom management, classroom management behaviors, and self-efficacy by secondary data analysis. THe situation of classroom management of primary and secondary school teachers in Taiwan presented as following: 1. Compared with the mean value of TALIS, the proportion of teachers receiving classroom management teacher training courses was very high and the gap was small, the pre-service teacher education and on-the-job training of classroom management had great advantages. 2. The classroom management teacher training courses perceived by middle school teachers had the highest readiness, high school teachers had the lowest readiness, and elementary school teachers had the highest demand. 3. The frequency of teachers’ classroom management behaviors was similar, from high to low was: obey classroom rules – listen to me – be quiet – comfort students, but upper-class teachers paid more attention to appeasing disturbing students than lower-class teachers. 4. In the atmosphere of a specific class, the recognition of teachers at all levels from high to low was to create a pleasant atmosphere-wast time due to interruptions-there is interference noise and wait for students to be quiet, but high school teachers perceived more class noise, interference or interruption than the other two. 5. Teachers at all levels spent about 15% of the total teaching time in maintaining class order, and the pressure varied with teaching grades and experience. Senior high school teachers had the greatest pressure, senior elementary teachers had the least pressure, the pressure between senior and junior teachers in elementary schools was the smallest, and the pressure between senior and junior teachers in middle school was the largest. 6. As for the self-efficacy of classroom management, elementary school teachers were slightly higher than middle school teachers, middle school teachers were slightly higher than high school teachers, and high school teachers had the lowest self-efficacy. On the whole, all the surveys of primary and junior high school teachers’ perceptions of classroom management had performed well, senior high school teachers had a room for improving. Based on this, four enlightenments were put forward.