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’ 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.

丁立宇 (2010)。青出於籃—品格教育融入籃球教學之行動研究 (未出版之碩士論文)。國立臺灣師範大學，臺北市。
王為國（2007）。從實務社群談課程發展與教師專業發展。課程研究，2(2)，41-63。
林季燕 (2003)。以自我決定理論預測籃球選手滿足感和退出意圖之研究 (未出版之碩 士論文)。國立體育學院，桃園縣。
林季燕、馮家榆 (2008)。以自我決定理論預測大專體育課學生動機、興趣及努力之研
究。臺中教育大學替育學系系刊，3，1-8。
林季燕 (2010)。知覺教師自主支持與自主支持學習氣氛對大學生體育課學習動機的脈絡影響 (未出版之博士論文)。國立體育學院，桃園縣。
林靜萍、丁立宇 (2013)。體育課中發展品格-個人與社會責任模式。中等教育，64(2)，157-177。doi:10.6249/SE.2013.64.2.09
周宏室、劉照金 (2004)。影響台灣地區學生體育態度之關鍵因素研究。大專體育學刊，6(1)，1-15。
吳玉真 (2011)。國中運動代表隊選手心理需求、自我決定動機與自我設限之關係研究 (未出版之碩士論文)。國立臺灣師範大學，臺北市。
施淑慎 (2008)。學業情境中之自主支持與國中生成就相關歷程間關係之探討。教育與
心理研究，31，l -26。
涂琨煒 (2011)。教師自主支持對國小學童體育課動機之影響 (未出版之碩士論文)。國立體育大學，桃園縣。
郭丁熒 (2003)。一路走來，始終如一？小學教師角色變遷量表之發展與角色變遷內涵之建構。南師學報：教育類，37(2)，99-128。
張永光、蘇美如 (2009)。國小學生知覺自主性、勝任感與關係感對自我決定型態動機 之預測。國立臺北教育大學體育學術研討會(頁11-17)。臺北市：國立臺北教育大 學。
張怡潔 (2010)。國中教師零體罰知覺，工作壓力與工作投入關係之研究 (未出版之碩士
論文)。國立雲林科技大學，雲林縣。
陳志忠 (2013)。專科女學生體育課基本心理需求對知覺自主性支持預測主觀活力之中介效果。臺灣運動教育學報，8(2)，33-50。
陳其昌 (2008)。大專院校女子排球選手的運動自主性與競爭水準對運動動機的影響。大專體育學刊，10(3)，73-86。
陳其昌、謝文娟 (2009)。國中體育教師領導風格對學生上體育課動機的影響。大專體育學刊，11(2)，31-45。
陳怡儒 (2005)。家長式領導、團隊文化與籃球選手運動動機及身心倦怠之相關研究 (未出版碩士論文)。國立體育學院，桃園縣。
陳美芳 (2012)。大專體育課學生調節動機和知覺教師自主支持對於課後正向情緒與持續努力的影響。休閒運動期刊，(11)，81-92。
陳聖芳 (1999)。臺東地區國小教師的工作壓力與工作滿意度之研究 (未出版之碩士論文)。國立臺東師範學院，臺東縣。
黃英哲、季力康 (1994)。運動動機氣候與自覺能力對賽前狀態焦慮和滿足感的相關研
究。體育學報，(18)，321-332。doi:10.6222/pej.0018.199412.3429
黃郁倫、鐘啟泉(譯) (2012)。學習的革命：從教室出發的改革。臺北市：親子天下。(佐藤學，2000)
歐宗明 (2007)。教師與教練概念內涵之比較。臺南大學體育學報，2，126-139。
鄭嘉勝 (2004)。教練領導風格與運動員參與動機之關係研究：自主性、關係感及勝任感之中介效果 (未出版之碩士論文)。國立臺北教育大學，臺北市。
蔡銘仁 (2006)。國中生體育課參與動機及其身體活動的探討—應用自我決定理論 (未出版之碩士論文)。國立臺灣師範大學，臺北市。
簡嘉菱、程炳林 (2013)。環境目標結構，自我決定動機與學業情緒之關係。教育心理學報，44(3)，713-733。doi: 10.6251/BEP.20120614
蘇美如 (2009)。國小體育教師支持和學生體育課參與動機歷程之關係研究—自我決定理論之檢驗 (未出版之碩士論文)。國立臺北教育大學，臺北市。
蘇美如、黃英哲 (2009)。國小體育教師支持和學生體育課參與動機歷程之關係—應用自我決定理論。臺灣運動心理學報，(14)，33-50。
Brière, N. M., Vallerand, R. J., Blais, M. R., & Pelletier, L. G. (1995). Développement et Validation d'une Mesure de Motivation Intrinsèque, Extrinsèque et d'Amotivation en Contexte Sportif: L'Échelle de Motivation dans les Sports (ÉMS). International Journal of Sport Psychology, 26, 465-489.
Brustad, R. J. (1988). Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. Journal of Sport and Exercise Psychology, 10(3), 307-321. doi: 10.1123/jsep.10.3.307
Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of sport & exercise psychology, 36(4), 331-346. doi: 10.1123/jsep.2013-0231
Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation. Journal of Sport and Exercise Psychology, 30(2), 222. doi: 10.1123/jsep.30.2.222
deCharms, R. (1968) . Personal causation: The internal affective determinants of behavior. New York , NJ : Academic Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: integration in personality. Perspectives on motivation, 38, 237-288. doi:10.1007/s11031-006-9051-8.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. doi:10.1207/S15327965PLI1104_02
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University Rochester Press.
Esteve, M. (2000). The transformation of the teachers' role at the end of the twentieth century: New challenges for the future. Educational review, 52(2), 197-207. doi: 10.1080/713664040

Fortier, M., & Grenier, M. (1999). Les déterminants personnels et situationnels de l'adherence a l'exercice: une étude prospective. STAPS. Sciences et techniques des activités physiques et sportives,(48), 25-37. doi: 10.3917/rsi.093.0114
Fortier, M. S., Vallerand, R. J., Brière, N. M., & Provencher, P. J. (1995). Competitive and recreational sport structures and gender: A test of their relationship with sport motivation. International Journal of Sport Psychology, 26(1),24-39.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and emotion, 27(3), 199-223.
Hagger, M. S., Chatzisarantis, N. L., Barkoukis, V., Wang, C., & Baranowski, J. (2005). Perceived Autonomy Support in Physical Education and Leisure-Time Physical Activity: A Cross-Cultural Evaluation of the Trans-Contextual Model. Journal of Educational Psychology, 97(3), 376-390. doi: 10.1037/0022-0663.97.3.376
Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T., & Biddle, S. J. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of Educational Psychology, 95(4), 784. doi: 10.1037/0022-0663.95.4.784
Martineka, D. (2012). Motivating teachers. Sociology Study, 2, 445-257.
Ntoumanis, N. (2001). A self‐determination approach to the understanding of motivation in physical education. British journal of educational psychology, 71(2), 225-242. doi: 10.1348/000709901158497
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. doi: 10.1037/0022-0663.97.3.444
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Briere, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and emotion, 25(4), 279-306.
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Briere, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport and Exercise Psychology, 17, 35-35. doi: 10.1123/jsep.17.1.35
Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education, 7(2), 174-183. doi: 10.1177/1477878509104322
Pelletier L. G., Vallerand R. J., Brière N. M., & Blais M. R. (2000). When coaches become autonomy supportive: Effects on intrinsic motivation, persistence, and performance. Manuscript in prearation, University of Ottawa, Ontario, Canada.
Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577. doi: 10.1037/a0019051
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761. doi: 10.1037/0022-0663.99.4.761
Ryckman, R. M., & Hamel, J. (1993). Perceived physical ability differences in the sport participation motives of young athletes. International Journal of Sport Psychology, 24, 270-283.
Sage, G. (1977). Introduction to Motor Behavior : A Neuropsychological Approach (2nd ed.). Boston, MA: Addison-Wesley.
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110. doi: 10.1037//0022-0663.95.1.97
Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self‐determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433. doi: 10.1348/000709904X22359
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research quarterly for exercise and sport, 77(1), 100-110. doi: 10.5641/027013606X13080769704046

Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding antecedents of teachers' motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30, 75-94. doi: 10.1123/jsep.30.1.75
Tsai, M., Jwo, H., & Lin, C. (2006). Students’ self-determination motivation in physical education across the stage of change for exercise in Taiwan. Journal of Asiania Sport for All, 7, 29-37.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360. doi: 10.1016/S0065-2601(08)60019-2
Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 21(3), 323. doi: 10.1037/h0079855
Vallerand, R. J., Deci, E. L., & Ryan, R. M. (1987). 12 Intrinsic Motivation in Sport. Exercise and sport sciences reviews, 15(1), 389-426. doi: 10.1249/00003677-198700150-00015
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161-1176. doi: 10.1037//0022-3514.72.5.1161
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159-172. doi: 10.1177/0013164493053001018
Van den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2014). Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout. Psychology of Sport and Exercise, 15(4), 407-417. doi: 10.1016/j.psychsport.2014.04.001
Wagner, S. L., Lounsbury, J. W., & Fitzgerald, L. G. (1989). Attribute factors associated with work/leisure perceptions. Journal of Leisure Research, 21(2), 155-156.

Walling, M. D., Duda, J. L., & Chi, L. (1993). The perceived motivational climate in sport questionnaire: Construct and predictive validity. Journal of Sport and Exercise Psychology, 15, 172-183. doi: 10.1123/jsep.15.2.172
White, R. W. (1959). Motivation reconsidered: the concept of competence. Psychological review, 66(5), 297-333. doi: 10.1037/h0040934