本研究主要探討新北市國小高年級導師領導行為與班級經營效能的關係，其主要內容如下： 一、討論不同背景變項的國小高年級學生知覺導師在領導行為與班級經營效能上的差異。 二、討論班級導師領導行為與班級經營效能的相關情形。 三、討論班級導師領導行為對班級經營效能的影響。 本研究採問卷調查法，以新北市國小高年級學生為研究對象。共抽取24所學校，576位學生為樣本進行調查，回收有效量表510份。並採取描述性統計分析、單因子變異數分析、t考驗、積差相關分析與逐步多元迴歸分析進行資料處理。 依據問卷結果經相關統計方法考驗，本研究結論如下： 一、新北市國小高年級導師領導行為之現況屬於良好。 二、新北市國小高年級導師班級經營效能之現況尚佳。 三、新北市國小高年級學生知覺班級導師領導行為在部分個人背景變項上略有不同。 四、新北市國小高年級學生對導師班級經營效能的知覺在部分個人背景變項上有所不同。 五、新北市國小高年級導師領導行為與班級經營效能有相關。 六、導師的德行領導、仁慈領導能預測班級經營效能。 依據上述研究結論，進而提出相關建議，做為教師、學校、教育主管機關及未來相關研究者之參考。 This paper focuses on exploring the relationship between the leadership abilities of upper grade level teachers in New Taipei City elementary schools and the effectiveness of their classroom management. The main points of this paper are as follows: 1.Factors contributing to differences in the perception of a teacher’s leadership abilities and effectiveness in classroom management between upper grade level students from different backgrounds are discussed. 2.The circumstances related to a teacher’s leadership abilities and the effectiveness of his/her classroom management are discussed. 3.How a teacher’s leadership’s abilities impact the effectiveness of their classroom management is discussed. Research was conducted through the use of questionnaires administered to upper grade level students of New Taipei City elementary schools. 24 schools were chosen at random, among which questionnaires were distributed to with 576 students; a total of 510 valid questionnaires were collected. The collected data was then processed using descriptive statistical analysis, one-way analysis of variance, t-tests, product moment correlational analysis, and stepwise multiple regression analysis. Based on statistics calculated from the questionnaire results, this paper draws the following conclusions: 1.The leadership abilities of upper grade level teachers in New Taipei City elementary schools are good. 2.The effectiveness of these teachers'' classroom management is commendable. 3.There are slight differences in the perception of a teacher’s leadership abilities by students of different backgrounds. 4.There are differences in students’ perception of a teacher’s effectiveness in classroom management which are dependent on certain factors in the students’ individual backgrounds. 5.There is indeed a relationship between the leadership abilities of these teachers and the effectiveness of their classroom management. 6.The kindness and guidance of a teacher is predictive of effectiveness in classroom management. Relevant recommendations are gleamed from the conclusions of this study and proposed for consideration and use as reference material by teachers, schools, education authorities, and researchers conducting further work in the field of education.