The main purpose of this study was to investigate the difference in the Classroom Management Beliefs between the senior teachers and the junior teachers in the Secondary schools in Macau; to probe into teachers’background (through the classification of their gender, age, graduating secondary school, their highest education level etc) in order to seek out the difference and the influence on their classroom management beliefs; to find out the difference between the senior teachers and the junior teachers on the classroom management beliefs in order to make it effective and create a smooth going learning environment for the students, so as to make the teachers content with their work. This study targeted on the senior teachers (who have at least 10 years teaching experience) and the junior teachers (who have at least 1 year teaching experience). After consulting the relevant documents, a survey included 55 senior teachers and 53 junior teachers randomly drawn from the secondary schools in Macau was done. The data obtained by questionnaires was analyzed by mean, standard, t-test, one-way ANOVA. The major findings were as following: 1. There was above average perception for humanism orientation beliefs and the behaviorism orientation beliefs among the senior teachers and the junior teachers of the secondary schools. No significant difference existed between humanism orientation beliefs and behaviorism orientation beliefs among the senior teachers. But the junior teachers have deeper humanism orientation beliefs obviously. 2. There were differences in the different levels of the classroom management beliefs between the senior teachers and the junior teachers. 3. On the whole of the humanism orientation beliefs of the classroom management, there were obvious differences between the senior teachers and the junior teachers. The junior teachers have deeper humanism orientation beliefs than the senior teachers but there was not much difference on the behaviorism orientation beliefs between the two groups. 4. On the humanism orientation beliefs like the how to deal with the routines, the pattern of their teaching, there were significant differences between the senior teachers and the junior teachers. The junior teachers have deeper humanism orientation beliefs than the senior teachers, but there was not much difference on the ‘role of the teachers', ‘nature of the students', ‘explanation on their behavior'. There was no significant difference on the behaviorism orientation beliefs between the senior teachers and the junior teachers. 5. According to their backgrounds, there were significant differences on the different sex groups among the senior teachers. No significant difference existed among the age, graduating school, teaching school for classroom management of the senior teachers. And no significant difference existed among the junior teachers. Finally, this study was done based on the above results in order to provide a reference for the future studies, education organization and the teacher training organization.

本研究旨在了解澳門中學全職資深教師與新任教師在班級經營信念上的現況及差異，並了解教師的背景變項(性別，年齡，就讀中學類別，最高學歷、任教中學類別)在班級經營信念上的是否有差異及影響:找出資深教師與新任教師班級經營信念上的差異;根據研究結果提出具體的建議，給予資深及新任教師們改善班級經營信念，使教師的班級經營做得更有效，使學生的學習更順利，使教師在工作上更能得到滿足感。 本研究以澳門中學的全職教師中的資深教師(任教年資10年或以上的教師)及新任教師(任教年资1年或以下的教師)爲研究對象，經過相關之文獻探討，以「教師對班級狀況知覺調查問卷」爲研究工具，正式施測及有效樣本:澳門中學资深教師55位、新任教師53位，收集的資料分別以描逃分析、T檢驗、單因子變異數分析等統計方法進行資料分析，研究結果如下: 一、中學資深教師的班級經營信念上，具中上程度的人本取向信念(Humanism Orientation Belief)及行爲取向信念(BehaviorismOrientation Belief)，且兩者間沒有顯著差異:而新任教師的班，級經營信念上也同樣具中上程度的人本取向及行爲取向，但其人本取向信念強度顯著高於行爲取向信念。 二、中學資深教師及新任教師的班級經營各層面的信念取向並不一致。 三、在整體班級經營人本取向信念上，資深教師與新任教師有顯著差異，新任教師的人本取向程度高於資深教師;而行為取向信念上資深教師與新任教師卻沒大顯著的差異。 四、在班級經營各層面的人本取向信念上，「常規處理」「教學型態」中，資深教師與新任教師有顯著差異，新任教師的人本取向程度高於資深教師，而在「教師角色」「學生本質」「行爲解釋」則沒有顯著的差異;而行爲取向信念上資深教師與新任教師卻沒大顯著的差異。 五、在教師的背景資料變項中，只有不同性別的資深教師在班級經營上具有顯著差異;而不同年齡、就讀中學類別、最高學歷、任教中學類別，並無顯著差異;而在新任教師中更完全沒有顯著差異。 最後，本研究根據上述結果提出建議，以供未來研究及教育機構 或師資培訓等機構參考。