本研究旨在探討新北市立國民中學特殊教育教師自我效能及教學行為之關係，並探討組織氣氛的中介效果。研究方法採問卷調查法，研究對象為新北市立國民中學特殊教育教師共收回198份有效問卷。問卷資料透過SPSS23.0進行描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關及SPSS外掛PROCESS Model4處理中介效果等統計方法進行分析，得到以下結論：
一、新北市國中特殊教育教師在自我效能有中度以上的傾向，五個向度中，平均得分由高到低為「班級經營」、「自我成長」、「有效教學」、「資源整合」及「外在影響」。
二、新北市國中特殊教育教師在教學行為有中度以上的傾向，三個向度平均得分由高到低為「教學準備」、「教學活動」及「教學回饋」。
三、新北市國中特殊教育教師在組織氣氛有中度以上的傾向，六個向度平均得分由高到低為「教師同儕行為、「教師承諾行為」、「校長支持行為」、「校長指示行為」、「教師疏離行為」及「校長限制行為」。
四、不同教育背景的國中特殊教育教師在教學行為有顯著差異；不同教學年資、職務、任教學校規模以及任教學校區域的國中特殊教育教師在組織氣氛有顯著差異。
五、國中特殊教育教師的教師自我效能與其教學行為具高度正相關。
六、學校組織氣氛對教師自我效能及教學行為具有部分中介效果。
最後依據研究結果，提供相關權責單位、學校、教師及未來研究者給予具體的建議。

The purpose of this study is to explore the relationship between self-efficacy and teaching behavior of special education teachers in New Taipei municipal junior high schools, and investigate the mediating effect of organizational climates. Using the questionnaire survey method, this study obtained 198 valid questionnaires from special education teachers in New Taipei municipal junior high schools. The data was using the statistical package software, SPPS23.0 for descriptive statistics, independent sample t-tests, one-way analysis of variance, Pearson product-moment correlation, and the PROCESS Model4 method. The conclusions of the study were as follows:
1.Special education teachers in New Taipei municipal junior high school tend to have a moderate to high tendency in self-efficacy. “Classroom Management” was the dimension with the highest average scores, followed by “Self-Growth”, “Effective Teaching”, “Resource Integration”, and “External Influence”.
2.Special education teachers in New Taipei municipal junior high school tend to have a moderate to high tendency in teaching behavior. “Teaching preparation” was the dimension with the highest average scores, followed by “Teaching activities”, and “Teaching feedback”.
3.Special education teachers in New Taipei municipal junior high school tend to have a moderate to high tendency in the category of organizational climate. “Teacher Collegial Behavior” was the dimension with the highest average scores, followed by “Teacher Commitment Behavior”, “Principal Supportive Behavior”, “Principal Directive Behavior”, “Teacher Disengaged Behavior”, and “Principal Restrictive Behavior”.
4.There are significant differences in the teaching behavior of junior high school special education teachers with different educational backgrounds. And there are significant differences in the organizational climate of junior high school special education teachers with different teaching experience, positions, school sizes, and teaching school regions.
5.There is a direct correlation between the self-efficacy of junior high school special education teachers and their teaching behavior.
6. School organizational climate has a partial mediating effect on teachers’ self-efficacy and teaching behavior.
Finally, based the research results, specific recommendations and guidance for the relevant authorities, schools, teachers, and future researchers.

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