| Summary: | 碩士 === 臺北市立大學 === 心理與諮商學系 === 104 === The purpose of this study aims to investigate the relationship among teachers' perception of students' problem behaviors in classroom, teachers' self-efficacy, and burnout in the elementary schools. The study was conducted by administering questionnaires to elementary school teachers in New Taipei City. Questionnaires used in the study include three scales:(a) scale of teachers' perception of of students' problem behaviors in classroom, (b) scale of self-efficacy, and (c) scale of burnout. A total of 408 samples were recruited. The collected data was analyzed by using SPSS 22.0 and AMOS 22.0. The major findings were listed as follows:
1. The level of elementary school teachers' perception of students' problem behaviors in classroom was low intermediate.
2. The level of elementary school teachers'self-efficacy was high intermediate.
3. The level of burnout of elementary school teachers was low intermediate.
4. The demongraphic analysis showed that age and position had significant differences in the teachers' perception of students' problem behaviors in classroom. Age, educational background, seniority, and position had significant differences in the teachers' self-efficacy. Position had significant differences in burnout.
5. There was a low negative correlation between teachers' perception of students' problem behaviors in classroom and teachers' self-efficacy.
6. There was a low positive correlation between teachers' perception of students' problem behaviors in classroom and burnout.
7. There was a low negative correlation between teachers' self-efficacy and burnout.
8. Teachers' perception of students' problem behaviors in classroom had a positive effect on burnout.
9. Teachers' self-efficacy had a negative effect on burnout.
10. The relationship between teachers' perception of students' problem behaviors in classroom and burnout was partially mediated by teachers' self-efficacy.
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