本研究旨在瞭解臺中市完全中學之國中部導師教師信念與班級經營策略之現況與相關性，並探討不同背景變項之教師在教師信念與班級經營策略上的差異情形。本研究以「完全中學國中部導師教師信念量表」與「完全中學國中部導師班級經營策略量表」作為研究工具，透過問卷調查的方式，以臺中市的完全中學國中部導師為研究對象，探究其教師信念與班級經營策略之現況與相關性。本研究正式問卷施測對象為336位國中導師，回收問卷為295份，有效問卷共為291份。研究資料利用SPSS統計軟體進行描述性統計分析、獨立樣本t檢定、單因子變異數分析與皮爾遜績差相關等方式來進行資料分析處理，結論歸納如下：1.臺中市完全中學國中部導師教師信念以人本取向為主，對疏離消極信念則不認同。2.教師班級經營策略實施現況良好，對於班規與秩序建立最為重視，在親師溝通、合作與運用家長資源方面表現較弱。3.51歲以上的教師更能採取開明人本之信念。4.師範大學或師範院校畢業的教師，其職責統合信念顯著較高。5.一般大學學歷之教師在有效教學班級經營策略上表現較優。6.具備職責統合、開明管理與威權監管信念之教師其班級經營策略表現較佳。7.具備疏離消極信念信念者，在部分班級經營策略上表現較差。8.職責統合、開明管理與威權監管信念程度越強者，班級經營策略表現越佳。9.疏離消極信念程度越強者，在部分班級經營策略上表現越差。

This study aims to understand the current situation of teachers' beliefs and classroom management strategies of junior high school teachers in combined high school in Taichung City and explores the differences and impacts on teachers with different backgrounds in teachers' beliefs and classroom management strategies. In this study, we use the ＂Combine Junior High School Teachers' Faith Scale＂ and the ＂Combine Junior High School Teachers' Class Management Strategy Scale＂ as a research tool. Through the questionnaire survey of the tutor in Taichung City, we explore the status and relevance of their teachers' beliefs and class management strategies. The questionnaire was 336 national tutors, 295 were collected, 291 valid questionnaires were valid. The data were analyzed by SPSS statistical software, descriptive statistical analysis, independent sample t test, single factor variance analysis and Pearson's performance. The results were summarized as follows: 1. Junior high school mentor teachers in Taichung City are the main humanity orientation, and the alienation of negative beliefs have other ways. 2. In Combined high School in Taichung City, junior high school mentor teachers' class management strategy implementation is better. They value the class regulations and the building of orders the most. As for the teachers' communication, cooperation with parents and the use of parents' resources performance are weaker. 3. The teachers over the age 51 are more willing to adopt open-minded, humanity, and student-centered educational beliefs. 4. For the teachers graduated from the normal university or normal college, the belief of responsibility is significantly better than the teachers from graduated school. 5. Teachers with different qualifications have differences in the effective teaching class management strategy. The performance of teachers with bachelor degrees are better than the teachers with graduate degrees. 6. The teachers who have the belief of responsibility, enlightened management belief and authoritarian belief have better performance in class management strategies. 7. The teachers who have negative alienation beliefs have worse performance in class management strategies . 8. If teachers have stronger beliefs of responsibility, enlightened management beliefs or authoritative supervision, their class management strategies are also better. 9. If teachers have stronger negative alienation beliefs, their class management strategies are worse.