本研究主要目的是在明瞭國民小學教師的班級經營氣氛、教室衝突管理和教學效能的況，並探討其間之相關。本研究以台灣省桃、竹、苗四縣市596名教師為施測對象，進行問卷調查分析和統計處理；再依據主要研究發現予以整理、敘述、予以歸納結論，並且提出建議，以供作國民小學教師日後有效經營班級氣氛和教室衝突管理與提昇自身教學效能之參考。
本研究的重要發現與結論：
桃竹苗地區國民小學教師的班級氣氛氛、教室衝突管理和教學效能表現情形尚稱良好；唯在班級經營氣氛中對於學生的「親和的關係」層面以及教師效能的「師生目標、方向」的效能層面仍需加強和提昇。
桃竹苗地區國民小學教師的衝突管理模式採取以「妥協」型式佔多數，「順應」型式、「合作」型式者居次，而「逃避」型式和「競爭」型式者佔少數。
不同班級所在地區的國民小學教師對於班級經營氣氛有顯著的差異存在；不同班級所在地區和不同性別、年齡、服務年資、學歷背景的國民小學教師對於教室的衝突管理模式有顯著的差異存在；不同性別、年齡、服務年資、學歷背景的國民小學教師對於教學效能有差異存在。
國民小學教師的班級經營氣氛、教室衝突管理和教師教學效能各層面與整體層面三者之間均呈現顯著的正相關；而國民小學教師的班級經營氣氛、教室衝突管理對於其本身的教學效能具有相當的預測能力。
依據調查研究的發現與結論，提出以下之建議：
(一)關於國民小學教師的班級經營氣氛方面：
加強教師對於班級社會體系的認知與了解；鼓勵教師建立明確的班級經營氣氛層面或指標；支援教師營造良好的班級氣氛；激勵教師發展學生、同儕的親和關係；輔導教師善用衝突管理的契機，重塑良好的班級氣氛；鼓勵一般鄉鎮地區的教師強化班級氣氛的營造。
(二)關於國民小學教師的教室衝突管理方面：
加強教師建立正確的衝突管理觀念和態度；加強教師的衝突管理知能、技巧與訓練；強化教師對於各種衝突管理情境的知覺與反應；鼓勵教師實施兼顧「關心學生」和「關心自身」的衝突管理策略；加強教師建立良好師生互動關係，助益教室衝突管理；鼓舞教師利用衝突管理契機，營造班級氣氛。
(三)關於國民小學教師的教學效能方面：
鼓勵教師實施「目標管理」，有效實現班級目標和功能；激勵教師營造優良的班級氣氛，提升教學效能；鼓勵教師建立適切的衝突管理模式，提昇教學的效能；鼓舞教師善用衝突管理，評估自我教學效能；強化教師建立對於學生的期望，滿足學生的合理需求。

The aims of this study are to understand the status quo of elementary school teachers' management of class climate, classroom conflicts and teachers' teaching efficacy as well as to discuss their relationship with one another. Five hundred ninety-six teachers from Taoyuan Hsien, Hsinchu City, Hsinchu Hsien and Miaoli Hsien in Taiwan are chosen to be stesed by ques onnaire. survey According to the analytic and statistical outcomes of this survey as well as the discoveries of main research, this study arrange, depict and sum up the datum to get conclusions. By so doing, this study contribute come suggestions so as to be elementary school teachers' future references about how to effectively manage class climate and classroom conflicts as well as how to improve their own teaching efficacy.
Important discoveries and conclusions of this study:
The elementary school teachers in Taoyuan, Hsinchu and Miaoli areas have generally performed well in managing class climate and classroom conflicts and commonly had good teaching efficacy. Only the dimensions of how to build students' "Intimate Relationship" in the climate of classroom management and how to complete "Teacher and Students' Objectives and Directions" in teachers' teaching efficacy still need enhancing and improving.
Most of the elementary school teachers in Taoyuan, Hsinchu and Miaoli areas use the model of "Compromise" to manage classroom conflicts; some of them use the models of "Submission" and " Cooperation"; and least of them use "Evasion" and "Competition."
There are obvious differences between elementary school teachers of different classes in vaious areas use apparently different models to manage classroom conflicts; teachers with different sexes, ages, years of service, and education backgrounds also manage classroom conflicts with different models. Besides, teachers with different sexes, ages, years of service, and education backgrounds have obviously different teaching efficacy.
The domain of how elementary school teachers manage class climate and classroom conflicts and the domain of teachers' teaching efficacy together with the integrated domain appear to be positive correlation. Therefore teachers' teaching efficacy can be considerably predicted by observing the way how elementary school teachers manage class climate and classroom conflicts.
According to the discoveries and conclusions of this research, this study suggest as following:
1. About elementary school teachers' management of class climate:
Help teachers to perceive and understand social- system of a class; encourage teachers to define a clear domain or make definite principles for managing class climate; support teachers to manage class climate; inspire teachers to develop the intimate relationship of students and peers; guide teachers to make use of the opportunity of managing conflicts so as to create a good class climate; hearten teachers in town and village areas to enrich the climate of classroom management.
2. About elementary school teachers' management of classroom confilicts:
Help teachers to form correct opinions for and attitudes toward conflict management; improve teachers' knowledge and skills of how to manage conflicts and add relative training for them; enhance teachers' perceptions and responses about all kinds of conflict-managing situations; encourage teachers to take the conflict-managing policies that both "Pay Attention to Students" and "Take Care of Self"; impel teachers to build a good teacher-student interactive relationship which is helpful to the management of classroom conflicts; encourage teachers to make use of the opportunity of managing conflicts so as to create a good class atmosphere.
3. About elementary school teachers' teaching effectiveness:
Encourage teachers to perform "Management of Objective" so as to effectively fulfill the objectives and functions of a class; inspire teachers to create a good class climate so as to improve teaching efficacy; hearten teachers to set proper models for classroom management so as to enrich teaching efficacy; encourage teachers to make use of conflict management so as to evaluate self-teaching efficacy; help teachers to comprehend students' expectations so as to satisfy students' reasonable requirement.