本研究目的主要在探討健康與體育學習領域體育教學教師自我效能對教學承諾影響的現象，研究方法以質化研究為取向，以觀察法、訪談法及文件分析等方法探究之，本研究以量表測量高低效能教師各一位作為研究對象，進行一學年田野研究。研究結論顯示教師自我效能影響教學承諾，並且呈現下列不同的影響現象：1. 高效能教師對健康與體育學習領域體育教學認同呈現深度化的體認，低效能教師產生較為模糊的認同印象。2. 高效能感教師較具有強烈的教學投入感，樂於對學生作各種動作技巧示範，會認真地作教學準備、動作示範及進行各種教學內容的評量，低效能教師則顯著較低的教學投入感。3. 高效能教師對於各教學內容有清晰的目標設定及關心教學目標達成的程度，低效能教師對教學目標產生模糊現象。4. 由於本身專業能力的關係，高效能教師易得到教學成就，較傾向留在健體領域繼續擔任體育教學工作，而低效能教師則有較弱的留業傾向承諾。本研究最後提出辦理健康與體育學習領域教師增能進修研習，提昇教師自我效能，以及深入探討影響教學承諾的因素等建言，作為國小健康與體育教學改進與後續研究之參考。

The purpose of the study was to explore how teachers’ self-efficacy affect their teaching commitment in physical education teaching of the learning field of health and physical education at the elementary school. The study employed qualitative research methods including observation, interview and document analysis. The research participants were one high self-efficacy teacher and one low self-efficacy teacher. Both were measured by the health and physical education teacher self-efficacy scale, and proceeded with the study for one year. The results of the study indicated that teacher self-efficacy affects teaching commitment, and revealed different phenomena as follows: (1) the high self-efficacy teacher did have higher teaching identification than the low self-efficacy teacher because the high self-efficacy teacher revealed deep recognition in teaching and the low self-efficacy revealed blurred one in teaching. (2) the high self-efficacy teacher did have higher teaching contribution than the low self-efficacy teacher; (3) the high self-efficacy teacher did have higher commitment of goal setting and achievement than the low self-efficacy teacher; (4) Due to the professional ability, the high self-efficacy teacher did have higher commitment to continue on the teaching work than the low self-efficacy teacher. Finally this study provided some recommendations to improve the teaching of health and physical education learning flied and suggested the follow-up study in the future.