本研究主要目的為探討「高中教師之人格特質」、「班級經營策略」對於「教學效能」之影響。調查對象為新北市高中教師，以問卷調查及統計分析了解影響教學效能之因素。本研究藉由人格特質、班級經營策略及教學效能為為三大主軸設計表單問卷，表單於2022年1月至3月發放，總計發放170份，有效問卷回收?89.4％，共計152份。藉由問卷資料整理、分析，得到結論如下：1.高中教師的人格特徵多為積極的、多元的，這也意味著新北市高中教師具有良好的人格特質。2.高中教師之人格特質，在班級經營策略對於教學效能的影響中，具有干擾效果。3.良好的班級經營可以營造良好的上課氛圍，建立和諧的師生關係。而教師良好的人格特質，能讓班級的經營策略更正面顯著地影響教學效能，進一步提高學生的學習積極性。 The main purpose of this study is to explore the relationship between "high school teacher personality traits", "class management strategies" and "teaching effectiveness". Taking high school teachers in New Taipei City as the survey object, the factors of teaching effectiveness were understood through a questionnaire survey and statistical analysis.This study designs a questionnaire with personality traits, class management strategies and teaching effectiveness as the three main axes. The form will be distributed from January to March 2022, with a total of 170 copies distributed, and the effective questionnaire recovery rate is 89.4%, with a total of 152 copies.Through the collation and analysis of the questionnaire data, the following conclusions are drawn:1.The personality traits of high school teachers are mostly positive and have multiple traits, which also means that high school teachers in New Taipei City have positive and good personality traits.2.Second, teachers' personality traits help teachers to plan a good class management strategy.3.Good class management can create a good class atmosphere, establish a harmonious teacher-student relationship, effectively use education time, increase students' enthusiasm for learning, and further improve educational efficiency.
