本研究旨在探討新手與資深教師於教師信念、專業承諾、與班級經營效能上的差異與關係。以臺灣公立國中及高中150位新手教師與152位資深教師為研究對象，使用問卷調查法，運用描述性統計、獨立樣本t考驗及多元迴歸分析等統計方法進行分析。本研究獲致結果如下：（一）新手與資深教師的教師信念良好、專業承諾度高、班級經營效能也佳。（二）新手與資深教師於教師信念上並無顯著差異。（三）資深教師於專業承諾的「研究進修」層面，較新手教師積極。（四）資深教師在班級經營效能的「班級環境規劃」、「班級常規表現」、「導師教學品質」、「學生學習效果」表現較新手教師佳。（五）新手教師專業承諾中的「專業認同」層面，對其班級經營效能具有顯著預測力。（六）資深教師專業承諾中的「專業認同」及「工作投入」，與教師信念中的「師生關係」，對其班級經營效能具有顯著預測力；且資深教師的教師信念與教師專業承諾對班級經營效能的聯合預測力高於新手教師。本研究最後依據研究結果提出建議，以供教師、學校、教育行政機關及未來研究之參考。

The purpose of this study was to explore whether teaching experience has an impact on teacher's belief, professional commitment and classroom management effectiveness. The sample comprised 150 novice teachers and 152 senior teachers from public junior and senior high schools in Taiwan. A survey questionnaire was used to collect the data which were then analyzed with descriptive statistics, independent sample t-test and multiple regression analysis. The findings of this study were as follows: first, teachers' beliefs, professional commitment and classroom management effectiveness were at a medium-high level for both novice and senior teachers. Second, years of teaching had no significant differences on teachers' beliefs. Third, there was a significant difference between novice and senior teachers in terms of their professional commitment, with senior teachers indicating higher motivation for advanced studies compared to novice teachers. Fourth, there were significant differences in classroom management effectiveness. Senior teachers had better classroom management effectiveness in terms of applying class rules, organizing the learning environment, teaching quality and students' academic achievement. Fifth, teachers' professional identity can positively predict classroom management effectiveness among novices. Finally, teachers' professional identity, job involvement and teacher-student relationship can positively predict classroom management effectiveness among senior teachers. In general, the joint predictive effects of teachers' beliefs and teachers' professional commitment in predicting classroom management effectiveness appeared to be higher for senior teachers than for novices. Based on the findings of this study, some suggestions are proposed for teachers, schools, educational administration institutions and future research.