本研究主要研究國中生活科技教師針對十二年國民基本教育課程綱要-科技領域其課程內容之知覺自我效能與生涯發展信心進行研究，並發展影響模式。首先以發展問卷研究建構主義教師信念、生活科技科技能PCK、生活科技科知識PCK、科技應用材料加工知識之教學TCK、科技應用生活科技相關知識之教學TCK自我效能、生活科技教師生涯發展信心等構面，並進行一階驗證性分析，得到各題目的因素負荷量介於.63~.97之間，各構面的AVE值介於.62~.78之間，CR值介於.89~.95之間，Cronbach α值.88~.95之間，表示問卷具有良好的信效度。
研究結果發現教師生活科技等相關自我效能在性別變項無差異、都會地區優於偏遠地區、大型學校優於中小型學校、教學年資無差異；在結構模型分析結果發現教師信念與教師在生活科技技能、知識的PCK、TCK自我效能對教師生涯發展信心解釋力達55%，而且教師信念可透過生活科技技能與知識PCK對TCK產生部分中介效果，可見強化教師建構主義信念與專業PCK、TCK可強化教師未來生涯發展信心，有利於教師生涯發展。

This study primarily investigates the perceived self-efficacy of junior high school living technology teachers regarding the curriculum content of the technology domain of the 12-year Basic Education Curriculum Guidelines, as well as their confidence in career development, and develops an influencing model. Firstly, a questionnaire was developed to study the constructs of constructivist teacher beliefs, PCK of living technology skills, PCK of living technology knowledge, TCK of teaching technology application materials processing, TCK of teaching technology application in living technology, self-efficacy, and career development confidence of living technology teachers. Confirmatory factor analysis was conducted, yielding factor loadings ranging from .63 to .97 for each item, AVE values ranging from .62 to .78 for each construct, CR values ranging from .89 to .95, and Cronbach's α values ranging from .88 to .95, indicating good reliability and validity of the questionnaire.
The results reveal that teachers' self-efficacy in living technology and related areas show no difference across gender variables, with urban areas performing better than remote areas, large schools performing better than medium and small-sized schools, and no difference based on teaching experience. In the structural model analysis, it was found that teacher beliefs and self-efficacy in living technology skills and knowledge (PCK, TCK) explain 55% of the variance in teachers' confidence in career development. Moreover, teacher beliefs can partial mediation the effect of living technology skills and knowledge PCK on TCK. It can be seen that strengthening teachers' constructivist beliefs and professional PCK, TCK can enhance teachers' confidence in future career development, thereby facilitating teacher career development.

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