本研究旨在探討國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能之關係。採問卷調查423位彰化縣公立國民中學兼任行政職務教師為研究對象，經施以「情緒勞務量表」、「教師自我效能量表」、「學校效能量表」後，所得資料分別以t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法進行資料處理分析。本研究結論如下：（一）彰化縣國中兼任行政職務教師屬於高情緒勞務工作者，以「表層的情緒控制」得分最高。（二）彰化縣國中兼任行政職務教師自我效能屬中高程度，以「班級經營」得分最高。（三）不同性別、年齡、擔任職務、服務年資、婚姻狀況、最高學歷之教師在情緒勞務及教師自我效能各層面中皆有顯著差異。（四）情緒勞務、教師自我效能與學校效能兩兩之間皆呈正相關。（五）情緒勞務與教師自我效能對學校效能有預測力，其中以教師自我效能之「學生投入」最具預測力。本研究最後根據研究發現，提出具體建議，以供教育行政單位、學校及兼任行政職務教師之參考。

The purpose of this study was to investigate the relationships among emotional labor, teacher self-efficacy and school effectiveness for the teachers with administrative position in junior high schools in Changhua County. Utilizing survey questionnaire, 423 teachers with administrative position were investigated from public junior high schools in Changhua County. After implementing Emotional Labor Scale, Teacher Self-Efficacy Scale and School Effectiveness Scale, t-test, one-way ANOVA, Pearson's product-moment correlation and multiple regression were used to analyze data. The major results were summarized as follows: first, the current status of perceiving emotional labor for the teachers with administrative position was in the high level, especially in the subscale of "surface emotional control." Second, the current status of perceiving teacher self-efficacy for the teachers with administrative position was in the intermediate to high level, especially in the subscale of "class management." Third, significant differences were found on the emotional labor and teacher self- efficacy with respect to teachers’ gender, age, position, service year, marriage and degree. Fourth, there were positive relationships among emotional labor, teacher self-efficacy and school effectiveness. Fifth, emotional labor and teacher self-efficacy effectively predicted school effectiveness and "students' input" was the strongest predictor. Based on these results, the suggestions were provided to educational administrators, school administrators, and teachers with administrative position in junior high schools.