本研究旨在分析桃竹苗區四縣市所屬公立國民小學教師之體育教學態度及其可能 影響教學態度的相關因素。 以 419 份有效問卷資料進行統計分析，發現婚姻、學校規模與 教學型態等因素，並不影響體育教學的整體態度。然而，性別、年資、職務、體育專業、教 練經驗與進修等因素，卻對體育教學態度有影響，而且在顯著差異的因素之中，發現男教師 的「專業知能」表現比女教師積極；表現在教學年資的態度差異是「教師角色」，年資越高 ，教師角色態度越積極；而參加講習會教師的「任教意願」比沒有參加講習者積極。專業背 景教師的態度表現在「教學工作本身」最為積極；有運動教練經驗教師，對「教學環境」因 素的訴求比較強調。至於，不同職位教師的體育教學態度，以導師最為薄弱，但是對教學環 境則觀點一致。綜合本研究的結果，顯示桃竹苗區四縣市的國民小學，由於體育專業教師的 不足，使體育課由級任教師授課的比例很高，而導師的級務工作繁多，當然對體育教學有不 良的影響。尤其，限於場地器材設備的不足，以及師資培養期間所受有關體育教學能力培育 課程也不足的情況下，在各類體育教材的教授上，就面臨了非本身運動專長、缺乏動作示範 能力、對教材不熟悉等的困境，使得國小體育教學的成效，難有類似智育類課程的發展。

　　　　　The purpose of this study was to assay the physical education (PE) teaching attitude and the influence factors among four county publics elementary at Hsinchu region. 419 valid questionnaire to proceed statistics analysis. The results showed marriage, school scope and teaching status factor that were not the factors of influence the entirety attitude of PE teaching. Nevertheless, the PE teaching attitude would influence by genders, teaching years, post, PE profession, experience of sport training, and advanced education. Moreover, the PE professional knowledge of male teachers more enthusiastic than female teachers. The more teaching years, the more enthusiastic for teacher role factor. The teaching desire factor for the participant short-term training teachers would enthusiastic than without short-term training teachers. Possess the professional knowledge teachers express more respect to teaching PE. Teachers with the experience of sport training would emphasize the teaching condition request. As regards, the frailest attitude of distinct position teachers was tutor. In conclusions, the four county publics elementary at Hsinchu region showed deficit the professional PE teachers. The PE teaching quality would be harmful because the greater part of unprofessional PE teachers and the overload with the tutor. Especially, to be limited to exercise area, equipment, facilities, and insufficient professional training courses to conduce to a wretched state such as a category of teaching materials of PE teaching and to show as a model capability.