本研究目的，首先在於探討國民小學教師領導技巧、班級經營策略、教師教學效能指標的內涵及現況；其次，希望了解教師人口變項與學校環境變項在教師領導技巧、班級經營策略、教師教學效能得分的差異情形；第三，希望了解教師領導技巧、班級經營策略與教師教學效能的關係。本研究以台灣地區國民工學教師為研究對象，以「國民小學教師班級經營狀況調查問卷」為工具進行研究，內含教師領導技巧量表、班級經營策略量表及教師教學效能量表三種，具有良好的信度、效度。預試有效樣本228位，以次數分析、因素分析、積差相關、信度分析方法，分析研究預試問卷的信度與效度；正式施測有效樣本813位，分別以描述分析、ｔ考驗、變異數分析、積差相關分析、多元迴歸分析、線性結構關係分析等統計方法到研究資料進行分析。本研究重要發現如下：

一、在「教師領導技巧」方面，其內涵經分析結果包括：人際關係的技巧、角色轉換的技巧、口語溝通的技巧、情感表達的技巧、敏銳洞察的技巧、情緒控制的技巧，其得分程度皆屬中上。在「班級經營策略」方面，其內涵經分析結果包括：安排教室環境策略、建立和諧溝通策略、監督學生活動策略、建立教室規則策略、善用獎懲增強策略、處理不良行為策略，其得分程度皆屬中上。在「教師教學效能」方面，其內涵經分析結果包括：教學效能自我信念、系統呈現教材內容、多元有效教學技術、有效運用教學時間、建立和諧師生關係、營造良好班級氣氛，其得分程度皆屬中上。

二、教師領導技巧總量表及各向度與教師班級經營策略總量表及各向度間皆呈顯著正相關。顯示出教師領導技巧得分愈高，班級經營策略愈佳。

三、低中高三組程度不同之教師領導技巧、班級經營策略教師，其在整體教師教學效能、教師教學效能各向度上均有顯著差異，且呈現高分組均顯著優於中、低分組，中分組均顯著優於低分組。換言之，教師領導技巧得分愈高、班級經營策略得分愈高，其教師教學效能愈高。

四、經由考驗模式基本適配標準評鑑、模式整體適配標準評鑑結果、及模式內在結構適配標準評鑑結果之指標驗證分析，發現：本研究國民小學教師領導技巧、班級經營策略與教師教學效能互動模式適配悄形良好。

五、教師人口變項、學校環境變項中，婚姻狀況、年齡、最高學歷、現任學佼服務年資、現任職務、學校規模、班級人數在教師領導技巧量表上，具有顯著差異。但性別、任教年級、學校所在區域則無顯著差異。

六、教師人口變項、學校環境變項中，性別、婚姻狀況、年齡、最高學歷、現任學校服務年資、現任職務、學校規模、班級人數、任教年級在班級經營策略量表上，具有顯著差異。但學校所在區域則無顯著差異。

七、教師人口變項、學校環境變項中，性別、婚姻狀況、年齡、最高學歷、現任學校服務年資、現任職務、學校規模、班級人數、任教年級在教師教學效能量表上，具有顯著差異。但學校所在區域則無顯著差異。

八、在探討教師人口變項、學校環境變項、教師領導技巧各因素、班級經營策略各因素等二十二種變項中，以下十種變項其綜合預測力最佳，預測項數也最精簡。包括：教師領導技巧各因素有四種－角色轉換的技巧、敏銳洞察的技巧、情緒控制的技巧、情感表達的技巧；班級經營策略各因素有四種－處理不良行為策略、安排教室環境策略、建立和諧溝通策略、善用獎懲增強策略；教師人口變項有一種－現任職務；學校環境變項有一種－班級人數。

最後，根據研究結果提出建議，以提供師資教育訓練機構、教育行政機關、國民小學校長、國民小學學校行政、國民小學教師及未來研究者之參考。

This study focused on the following topics. The first were to understand the reality for teacher's leadership skills, classroom management strategies and teaching effectiveness. Secondary, to explore the relationship among teacher's leadership skills, classroom management strategies and teaching effectiveness . Thirdly, the researcher also investigated the differences of teacher's demographic variables and school's environmental variables among teacher's leadership skills, classroom management strategies and teaching effectiveness. Finally, the study also helps to probe the influence of teacher's demographic variables, school's environmental variables) teacher's leadership skills and classroom management strategies on teaching effectiveness.

This study employed the survey method. The subjects were 813 teachers randomly sampled from 129 elementary schools in Taiwan district. The Instrument included " The Teacher's Leadership Skills Inventory ", " The Classroom Management Strategies Inventory " , and " The Teaching Effectiveness Inventory".

Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, MANOVA, Correlation analysis, Multiple Stepwise Regression, and LISREL. The major findings were:

1. There is above average perception for leadership skills, classroom management strategies and teaching effectiveness among the elementary school teachers.

2. Significant postive correlation between teacher's leadership skills and classroom management strategies.

3. Significant differences existed among low, middle, and high leadership skills and classroom management strategies for teacher's teaching effectiveness.

4. The findings of the study supported the constructed model, and the leadership skills and classroom management strategies have a great influence on the teaching effectiveness.

5. Significant difference existed among the marital status, age, academics degree, seniority, position, school size, class size, and teaching grade for teacher's leadership skills.

6. Significant difference existed among the gender, marital status, age, academics degree, seniority, position, school size, class size, and teaching grade for classroom management strategies.

7. Significant difference existed among the gender, marital status, age, academics degree, seniority, position, school size, class size, and teaching grade for teaching effectiveness.

6. The best predictors for teaching effectiveness are role transfer, sharp insight, emotion control, feeling express, handle harmful behavior, arrange classroom enviroment, establish harmonious communication, use bonus-penalty reinforce, teacher's position and classroom size.

Based on the results of this study, to make some suggestions for educational administration, the elementary school principals, the elementary school teachers and future study.