本研究旨在探討高職工業類科教師集體效能對學習成效之影響及探討學生學習成效其中介效果，並驗證高職工業類科教師集體教學效能與學生學習成效模式。本研究採用調查研究法以二階驗證性因素分析驗證量表之信效度，再以結構方程模式分析之有效問卷（教師181位，學生共543位），進行資料分析與模式驗證後，四個研究假設均獲得支持，其結論為教師集體效能對學生學習自我效能、學生學習成效均具直接正向影響；學生學習自我效能對學習成效具正向影響；學生學習自我效能對學習成效具有中介效果。本結論可供高職工業類科教師提升教學效能及增進學習成效之參考。研究建議如下：一、高職教師集體效能：加強高職教師的替代性經驗、提升教師集體教學規劃的能力、資訊科技能力及教師集體教學實施。二、學習自我效能：讓學生經常體驗成功、樹立學習榜樣、溫馨和諧的班級氣氛及讓學生自我強化以提升學習自我效能。

This article proposes that context influences collective teacher efficacy, student learning self-efficacy and student learning outcomes. Through a literature review, a model of effective teaching and learning is constructed. Using this model, we verify four hypotheses: (1) collective teacher efficacy has a positive effect on student learning self-efficacy; (2) collective teacher efficacy has a positive effect on student learning outcomes; and (3) student learning self-efficacy has a positive influence on student learning outcomes. (4) student learning self-efficacy has a mediator variable effect on student learning outcomes. We distributed 181 questionnaires to vocational high school teachers and 543 students in Taiwan. Based on the results, suggestions are as follows: First, in order to strengthen teachers collective efficacy: 1.Strengthen the industrial teachers’ vicarious experience. 2. Enhance teachers collective teaching planning capabilities. 3. Use information technology to enhance teaching collective efficacy. 4. Enhance teachers collective teaching implementation. Second, enhance learning self-efficacy: 1.Students often experience success. 2. To establish role models, enhance learning self-efficacy. 3. Harmonious classroom climate promotes learning self-efficacy. 4. Self-reinforcing in order to enhance learning self-efficacy.