[[alternative]]A Study on the Relations between Homeroom Teachers’Beliefs and Classroom Management Strategy in Junior High School

碩士教育研究所[[abstract]]本研究旨在了解台中市國中導師之教師信念與班級經營策略的現況，探討不同背景變項的導師，在教師信念與班級經營策略的差異，並分析台中市國中導師教師信念與班級經營策略的關係。 本研究以問卷調查法為主。研究對象以分層隨機抽樣，共寄出255份問卷，回收率236份，所得有效問卷218份，有效回收率85.49%，有效問卷所得資料再以統計軟體SPSS進行分析。本研究結果如下： 一、台中市國民中學導師的教師信念及班級經營策略在各層面及整體皆傾向高度的積極正向反應。 二、台中市國民中學導師的教師信念，因任教年資有顯著差異。 三、台中市國民中學導師的班級經營策略，因學歷背景有顯著差異。 四、台中市國中導師的教師信念所有面向與班級經營策略所有面向的關聯都達顯著，且彼此之間都是存有正向關係。 五、台中市國中導師的教師信念對班級經營策略具有顯著預測力。[[abstract]]The main purpose of this study was to examine relations between variables, Teacher’s beliefs and Classroom Management Strategy. In addition, this study also investigated differences within background variables of teachers in above two aspects. This study adopted questionnaire survey. Subjects of this study, drawn from Taichung City, included 255 teachers from 13 junior high schools. 218 were effective, so the available ratio was 85.49%. The data obtained by questionnaire was input into SPSS14.0 For Windows, a statistic system software package, for descriptive statistical analysis, Pearson product-moment correlation, one-way ANOVA, and multiple regression. The findings are as follows: 1. Teacher’s Beliefs and Classroom Management Strategy of the junior high school teachers in Taichung City tend to be high. 2. Teachers’ teaching years shows significant differences in teacher’s beliefs. 3. Teachers’ level of education shows significant differences in classroom management strategies. 4. There is a positive correlation between Teacher’s Beliefs and Classroom Management Strategy. 5. Teacher’s Beliefs has good predictions to Classroom Management Strategy