體育教師專業素養與學生學習成效之關係：臺北市國小體育教師知覺視角

The Relationship Between Physical Education Teachers’Professional Competence and Students’Learning Outcomes: A Perception- Based Perspective of Elementary School PE Teachers in Taipei

在十二年國民基本教育素養導向課程改革的推動下，教師專業素養逐漸成為影響學生學習品質的關鍵。過去相關研究多聚焦於教師專業素養之理念內涵與理論探討，體育教師專業素養在國小體育教學情境中與學生學習成效之關聯，實證研究仍相對不足。基於此，本研究以臺北市國小體育教師為研究對象，採問卷調查法蒐集258份有效樣本，運用描述性統計、單因子變異數分析、Pearson積差相關及多元迴歸分析，探討體育教師專業素養之現況、背景差異，以及其對學生學習成效之相關與預測力。研究結果發現：一、體育教師專業素養與學生學習成效整體平均程度中高。二、不同學歷體育教師在專業素養上沒有顯著差異、不同教學年資體育教師在專業素養上有顯著差異。三、體育教師專業素養與學生學習成效為正相關。四、「體育專業知能」構面對學生學習成效具有正向預測力。本研究國小體育教師專業素養與學生學習成效之間具有正向關聯，且體育教師專業素養可能因不同生涯發展階段而有所差異。上述發現可作為教育行政單位規劃教師專業發展及在職增能政策之參考依據。

With the implementation of Taiwan’s 12-Year Basic Education cur¬riculum reform, teacher professional competence has become an im¬portant factor affecting students’learning quality. Previous studies have mainly focused on the concepts and theories of teacher professional com¬petence. However, few studies have examined the relationship between physical education teachers’professional competence and student learn¬ing outcomes in elementary schools. This study surveyed 258 elementary school PE teachers in Taipei City. Descriptive statistics, one-way ANOVA, Pearson correlation, and multiple regression were employed to exam¬ine the current status of teachers’professional competence, differences across background variables, and its relationship with student learning outcomes. The results indicated that: (1) both teachers’professional com¬petence and student learning outcomes were at a moderate-to-high level; (2) no significant differences were found across educational backgrounds, while teaching experience showed significant differences; (3) teachers’professional competence was positively correlated with student learning outcomes; and (4) the“professional knowledge”dimension significantly predicted student learning outcomes. These findings provide empiri¬cal support for the relationship between PE teachers’professional com¬petence and student learning outcomes, and suggest the importance of considering career-stage differences in teacher professional development.