The purpose of this research is to investigate the relationships among classroom management beliefs, strategies, and efficiency of homeroom teachers in junior high schools. The findings are as follows: 1.“tutor-charge belief”shows significant differences in “schools location”, “age”, “marital status” and “years of being a teacher”. 2.As for “open-minded leadership belief” the percentage of married people is significantly higher than the percentage of unmarried among all the testees. 3.Classroom management strategies show significant in “years of being teachers” and “the grade the teachers teach”. 4.There is a significant positive correlation among “tutor-change belief” and “open-minded leadership belief” for classroom management strategies. 5.There is a significant positive correlation among “tutor-change belief” and “open-minded leadership belief” for classroom management efficiency. 6.There is a significant positive correlation between “classroom management strategies” and “classroom management efficiency”. 7.The best predictors for classroom management efficiency are “the grade the teachers teach”, “co-operation strategy”, and “the scale of the school”. Based on the results of this study, some suggestions are made for educational administration of the junior high schools, the teachers in junior high schools, and future study.