| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系 === 105 === Purpose: Based on the self-determination theory, the purpose of this study was to examine whether perceived environmental autonomy-support predict teaching motivation and satisfaction through autonomy, competence, and relatedness among junior high school PE teachers. Method: The participants were 298 junior high school teachers recruited from
northern and middle Taiwan. (male =169, female =129). After received the informed consent, participants were requested to complete Perceived Environmental Autonomy-support Scale, Psychological Needs in Satisfaction Scale, the Teaching Motivation Scale, and the
Satisfaction Scale. Results: (1) Principle’s autonomy-support positively predicted teachers’
autonomy and relatedness; administrators’ autonomy-support positively predicted teachers’ relatedness; colleagues’ autonomy-support positively predicted teachers’ competence and relatedness. (2) Teachers’ perceptions of autonomy, competence, and relatedness positively predicted intrinsic motivation and negatively predicted amotivation. (3) Teachers’ intrinsic motivation positively predicted satisfaction. In contrast, amotivation negatively predicted satisfaction. (4) Results of the path analyses indicated that teachers’ satisfaction could be directly predicted by principle’s autonomy-support and colleague’s autonomy-support. Furthermore, principle’s autonomy-support positively predicted teachers’ intrinsic motivation and satisfaction through autonomy and relatedness; administrators’ autonomy support positively predicted intrinsic motivation and satisfaction through relatedness; colleagues’
autonomy-support directly predicted intrinsic motivation and indirectly predicted intrinsic
motivation and satisfaction through competence and relatedness. The implications and applications of the results were discussed. Future directions and applied practice were also suggested.
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