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ABSTRACT The study focuses on the relationship between teachers’ teaching beliefs and classroom climate in elementary schools. There are four purposes of this study: (1) To understand teachers’ beliefs in elementary schools and compare the divergence of different background teachers on teachers’ teaching beliefs. (2) To understand classroom climate in elementary schools and compare the divergence of different background teachers on classroom climate. (3) To understand the relationship of teachers’ teaching beliefs to classroom climate at elementary schools. (4) To generalize the foregoing results and to provide useful information for promoting teachers’ teaching beliefs and classroom climate. 80 teachers and 2137 students were selected through stratified random sampling from Taipei city. Descriptive statistics, t-test, ANOVA, stepwise multiple regressions were used to analyze the data. The following conclusions are drawn from the study: 1. The current situation of teachers’ teaching beliefs in elementary schools tends to be progressive, “teachers professional role”gets the highest score; while“knowledge and course nature”gets the lowest score. 2. The teachers with graduate school background tend to have progressive teaching beliefs. 3. Teachers’ teaching beliefs in the large-scale schools appear to be more progressive than those in the small-scale and medium-scale schools. 4. The perceptions of primary school students on the classroom climate tend to be fine, “teacher-student relationship” gets the highest score, while “class order” gets the lowest score. 5. Female teachers get higher score in“creativity”scale than male teachers. 6. Students with teachers having more than 26 years of teaching experience tend to show better class order. Students with teachers having 6-15 years of teaching experience tend to show more class cohesion. 7. The teachers graduated from junior teachers' college, tend to keep better class order and make their students live together in peace. The teachers with graduate school background tend to make their students live together in peace. 8. The perceptions of primary school students on the classroom climate in the medium-scale schools tend to be better than those of the large-scale schools. 9. There is a significant relationship between teacher beliefs and classroom climate. The more progressive teachers’ teaching beliefs tend to be, the better perceptions primary school students on the classroom climate may become. The better perceptions primary school students on the classroom climate tend to be, the more progressive teachers’ teaching beliefs may appear. 10. The more teachers agree on students ' active role of learning, the more teachers may effectively promote class order and accept innovative ideas. Based on the discoveries and conclusions above, suggestions for educational administrative agencies, elementary school teachers and future researchers were propsed for reference. Keywords:teachers’ teaching beliefs , classroom climate.
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