國中體育教師知覺環境自主支持對教學動機及滿足感預測之研究

Abstract

目的：本研究以自我決定理論為基礎，探討學校環境提供的自主支持是否會透過自主性、勝任感及關係感，進而影響國中體育教師教學動機及滿足感。方法：本研究採用問卷調查法，參與者為臺灣北部及中部國中體育教師，在徵求參與者同意之後填寫量表，包括知覺環境自主支持量表、心理需求滿意度量表、教學動機量表以及滿足感量表。共發出 355 份問卷，剔除無效問卷後，有效問卷共 298 份，其中男生為 169 人，女生有 129 人。結果：(一)校長自主支持能正向預測自主性及關係感，行政同仁自主支持能正向預測關係感，同事自主支持能正向預測勝任感及關係感，(二)自主性、勝任感、關係感能正向預測教師的教學內在動機，負向預測教學無動機，(三)教師的教學內在動機正向預測滿足感，教學無動機能負向預測滿足感。(四)經由路徑分析結果得知校長自主支持及同事自主支持可直接正向預測滿足感；校長自主支持也可透過自主性及關係感、行政同仁自主支持可透過關係感、同事自主支持可透過勝任感及關係感正向預測國中體育教師教學內在動機，進而正向預測滿足感；或負向預測無動機，進而負向預測滿足感。校長、行政同仁及同事自主支持亦可透過關係感正向預測滿足感，以及同事自主支持可透過內在動機正向預測滿足感。顯示國中體育教師知覺環境自主支持可以直接或間接的路徑影響教學動機及滿足感。根據研究結果進行討論，並針對未來研究及實際應用提出建議。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’ satisfactioncould 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.