本研究以問卷調查方式探討園中體育教師的自我概念、教學信念及其教學自我效能之關係。為達成研究目的，採自編「國中體育教師自我概念、教學信念與教學自我效能之線性結構關係分析」量表進行問卷調查，並透過分層隨機取樣方式，自全國各縣、市國民中學中抽取650位在職體育教師進行問卷施測。所得資料經主成分因素分析、積差相關分析、典型相關分析和結構方程模式分析等統計處理方法與分析後，得到重要結論，包括：第一、園中體育教師的自我概念、教學信念與其教學自我效能關係密切。第二、國中體育教師的自我概念與教學信念對其教學自我效能具有影響力。第三、國中體育教師自我概念、教學信念與教學自我效能的線性結構模式適配度佳，變項間具線性因果關係。

The purposes of this study were to investigate the relationships between self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools. To serve the above mentioned purposes, this study compiled and produced the Questionnaire of the Linear Structure Relationships between Self-Concepts, Teaching Beliefs, and Teaching Self-Efficacy of Physical Education Teachers at Junior High Schools. The questionnaire survey was implemented with stratified random sampling among all junior high schools nationwide. Five hundred and seventy-one physical education teachers in active service were drawn. The data extracted from the questionnaire were processed and analyzed with product- moment correlation, canonical correlation analysis, and structural equation modeling analysis. The important conclusions derived included: First, the self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools exhibited a high correlation. Secondly, the self-concepts and teaching beliefs in teaching of physical education teachers at junior high schools had predictability on overall teaching self-efficacy individual teaching efficacy and general teaching efficacy. Thirdly, the linear structural relation model for self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools has a good fit, the variables showed a linear causal relationship.