| Summary: | 碩士 === 國立台灣體育學院 === 體育研究所 === 95 === The purpose of this study was to examine the association between demographic attributes (gender, age, year of teaching physical education, year of teaching students with disabilities, adapted physical education courses, special education courses, type of school, type of students, perceived competence, official job, educational background, major, and athletic background) of physical educators and their attitudes toward teaching students with disabilities (emotional/behavioral disorder, mild-moderate mentally impaired, moderate-severely mentally impaired, visual disability, physical disability, learning disability, and hearing disability), and to explore the relationship between the attitudes and burnout categories (including personal accomplishment, emotional exhaustion and depersonalization) among physical educators. Three hundred twenty-four physical educators completed the Chinese edition of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities (PEADIT) survey that revised from Rizzo’s (1993) PEADIT-Ⅲ and the Chinese edition of the Maslach Burnout Inventory（MBI）. Data were analyzed by t-test, ANOVA, Scheffe’s method, Pearson Correlation and multiple regression. The results showed that：
1.Significant correlation between attitudes towards teaching students with disabilities and burnout was found.
2.The burnout of physical educators was in the low level.
3.Special education courses affected burnout,and adapted physical education courses was the second significant attribute.
4.Twelve variables were significantly corrected with attitudes toward teaching students with disabilities.
5.Perceived competence was the most significant predictor of the favorable attitude. Special education credit was the second significant attribute. Official job was the third significant attribute, followed b adapted physical education courses.
The results in this study clarified that physical educators’ burnout level mutually influences their attitudes toward teaching students with disabilities. In the future, we suggest that it is essential to enhance the courses of the special education and adapted physical education during the teachers’ growing process to promote the teaching quality for disabled students.
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