本研究旨在探討桃園縣立國中體育教師心理資本對組織承諾之影響。本研究以桃園縣57所縣立國中內之358名體育教師為研究對象，有效問卷321份，佔總問卷數89%，問卷測量工具採用「心理資本量表」及「組織承諾量表」。資料收集後，以多元同時迴歸分析探討心理資本對組織承諾的情形。心理資本的4個向度「自我效能感」、「希望」、「韌性」及「樂觀」為自變項，再以組織承諾的3個向度「情感性承諾」、「留職性承諾」及「規範性承諾」為依變項。研究分析結果為：體育教師心理資本對組織承諾具有正向預測效果。其中心理資本「韌性」及「樂觀」對「情感性承諾」具有顯著影響力；而在「韌性」對「規範性承諾」也具有顯著影響力；在「留職性承諾」方面卻均未達到顯著性。因此，有效提升體育教師的正向心理素質，除了有助於體育教師對學校產生強烈的認同感外，反映在工作教學或訓練上，亦可提高教學品質，增加學校教學績效；而對體育教師在生活上也能夠實現自我目標，獲得自我肯定的正向心理。

The purpose of the study was to realize the influence of PE teachers' Psychological Capital on Organizational Commitment in junior high schools in Tao-Yuan County. The participants of the study were 358 PE teachers in 57 junior high schools in Tao-Yuan County. There were 321 valid questionnaires, which occupied 89% of the total questionnaires. The study applied Psychological Capital Questionnaire and Organizational Commitment Questionnaire to test participants, and then utilized Multi-Regression Analysis to analyze the influence of Psychological Capital on Organizational Commitment. The independent variables were Self-Efficacy, Hope, Tenacity, and Optimism while the dependent variables were Emotional Commitment, Tool Commitment, and Specification Commitment. The results of the study showed that effectively enhancing PE teachers' positive psychological quality would not only improve teachers' teaching quality and schools' reputation, but also help teachers' fulfill their goal and obtain self-approval.