| Summary: | 博士 === 國立臺灣師範大學 === 體育學系 === 99 === This study focused on the status quo, differences, and relationships among self-concepts, teaching beliefs, attribution of success and failure in teaching, and teaching self-efficacy of physical education teachers at junior high schools, and verifies the fit of their linear structural model. To serve the abovementioned purposes, this study compiled and produced the Questionnaire of the Relationships among Self-Concepts, Teaching Beliefs, Attributions of Success and Failure in Teaching, and Teaching Self-Efficacy of Physical Education Teachers at Junior High Schools by first conducting literature research and establishing a theoretic ground. The questionnaire survey was implemented with stratified random sampling among all junior high schools nationwide. 650 physical education teachers in active service were drawn and 592 questionnaire forms were retrieved at a response rate of 91.01%. A total of 571 questionnaire forms were valid, accounting for a valid response rate of 96.45%. The data extracted from the questionnaire were processed and analyzed with frequency distribution, mean calculation, standard deviation, ANOVA, MANOVA, product- moment correlation, canonical correlation analysis, multiple regression analysis, and structural equation modeling analysis. The important conclusions derived included:
(1)The self-concepts and teaching beliefs of physical education teachers at junior high schools were prone to progress orientation; the majority believed that the commitment to teaching was the key element to the success of teaching and that luck was the least important factor. In addition, most of the physical education teachers at junior high schools were highly aware of teaching self-efficacy.
(2)The self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools slightly varied with teacher characteristics and teaching environment, while the attributions of success and failure in teaching showed no influence from teacher characteristics and teaching environment.
(3)The self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools exhibited a high correlation, while a minimal correlation was observed between the self-concepts and attributions of success and failure in teaching.
(4)The teaching beliefs and teaching self-efficacy of physical education teachers at junior high schools were closely related, but teaching beliefs and attributions of success and failure in teaching were related at an insignificant level.
(5)The internal factors of attributions of success and failure in teaching of physical education teachers at junior high schools were comparatively more related to teaching self-efficacy;
(6)The self-concepts, teaching beliefs, and attributions of success and failure in teaching of physical education teachers at junior high schools had predictability on overall teaching self-efficacy, individual teaching efficacy, and general teaching efficacy.
(7)The linear structural relation model for self-concepts, teaching beliefs, attributions of success and failure in teaching, and teaching self-efficacy of physical education teachers at junior high schools created by this study has a good fit; the variables showed a linear structural relationship.
Based on the above conclusions, this study provides the following practical suggestions for physical education teachers at junior high schools, education administration agencies, and schools authorities:
(1)Teachers should constantly self-review and self-correct their concepts and teaching beliefs in order to enhance their teaching self-efficacy;
(2)It would be better for young and novice teachers to ask for advice from older and senior teachers;
(3)Sponsor all counts of on-the-job training and workshops and provide a professional support system for physical education teachers;
(4)Establish an inter-school collaboration mechanism for remote and small schools to balance the urban-rural difference; and
(5)Pay attention to the method used to determine the attributions of the teachers' success or failure and provide proper consultation.
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