本研究參考教學行為前因後果模式去驗證領導類型、教學行為及教學關注間的關係及相互影響性。本研究假設領導類型會透過教學行為的中介作用而影響教學關注。本研究係以臺北市國小體育教師為研究對象，總計回收之有效問卷共308份。經實證分析，本研究綜合發現如下：一、臺北市國小體育教師之教學行為愈高，則他們的教學關注也愈高，兩變項間呈現顯著的正向相關性及影響性。二、臺北市國小體育教師之領導類型認知愈高，則他們的教學關注也愈高，兩變項間呈現顯著的正向相關性及影響性。三、臺北市國小體育教師之領導類型認知愈高，則他們的教學行為也愈高，兩變項間呈現顯著的正向相關性及影響性。四、臺北市國小體育教師之領導類型除了直接影響教學關注之外，也會透過教學行為而影響教學關注。五、經由結構方程模式(structural equation modeling, SEM)建立整體模組設定，並導入LISREL8.2驗證分析，本研究整體變項架構整體適合度尚稱適合，同時也驗證教學行為為領導類型與教學關注路徑之部份中介之變項。亦驗證本研究之研究路徑：領導類型經由教學行為影響到教學關注。

This study took 145 full-time elementary school physical education teachers in Taipei City as the sample. There were 350 questionnaire sheets distributed and 308 valid questionnaires returned. The valid response rate was 88%. After statistic analysis, the study finds that: First, the higher teachers' behavior elementary school physical education teachers, the higher teaching concerns they show; these two variables show positive correlation and influence. Second, the higher leadership types had toward the teaching effectiveness, the higher they expect to perform; these two variables show positive correlation and influence. Third, the higher leadership types t had toward the teachers' behavior, the higher commitment they undertake; these two variables show positive correlation and influence. Fourth, the leadership types either directly or indirectly affects performance via teachers' behavior. Fifth, using structural equation modeling (SEM) to set up the integral pattern, and run on LISREL 8.2 to analyze data. The variable structure's appropriateness of this study is appropriate, and also able to prove that, teachers' behavior is the medium factor between the leadership types and teaching concerns.