本研究以210名全省園中及高中體育教師(男140名，女70名)為研究對象。使用工具色括:中國人A型行為特質量表、體育教師工作壓力來源、認知評估量表、因應策略量表、工作焦慮量表及健康困擾量表六種。研究所使用的統計方法為:獨立性考驗、獨立樣本t考驗、典型相閥、及皮爾遜積差相關。蒐集資料經過分析後，主要發現如下:付綜合A型行為特質、工作壓力源、認知評估、因應策略、工作焦慮及健康困擾與背景費項的關係得知:性別與任教背景(圈中、高中)和所運的主要工作壓力源的類別有關。男性體育教師的A型行為特質三項特質皆顯然高於女性教師;而且挑戰評估上男性亦高於女性。把壓力源視為傷害程度上，且認為壓力無法改變的，國中教師高於高中教師。使用情緒焦點因應策略的頻率上女性體育教師比男性為高;園中體育教師高於高中體育教師。工作焦慮及健康困擾上則以園中體育教師普遍高於高中體育教師。已A型行為特質與壓力源的認知評估有典型相關存在:A型行為特質中「攻擊與敵對」特質愈高者，使用傷害評估的頻率愈高;時間緊迫感愈高者使用威脅評估愈多;努力競爭與成就感愈高的使用挑戰評估的頻率愈高。已A型行為特質與因應策略有典型相關存在。A型行為特質中，時間緊迫感愈高者，使用情緒焦點的因應策略愈多。「努力競爭與成就」傾向愈高者，使用「問題焦點」因應策略頻率愈高。因認知評估與因應策略之間有典型相關存在。認為壓力源愈能夠加以改變者，使用「問題焦點」因應策略愈多。(E)認知評估，因應策略與工作焦慮、健康困擾之間有典型相關存在。使用「挑戰評估」及「問題焦點」因應策略者，其健康困擾程度愈低。認為壓力源愈無法改變者，及使用「情緒焦點」因應策略者，其工作焦慮愈高。假如A型行為特質，認知評估與工作焦慮、健康困擾之間有典型相關存在。A型行為特質中「努力競爭與成就」傾向高，而且使用「挑戰評估」者，其健康困擾程度愈低。

The sample inclueds 210 secondary school physical teachers， randomly draw from all secondary schools in Taiwan Six instruments were utilized， namely: (1) Chinese type A behavior pattern Scale， (2) the list of work-stressors， (3) Cognitive Appraisal Scale; (4) Coping strategies Scale; (5) Work Anxiety Scale; (6) Health Scale. The data were analyzed by test of independence， t-test， canonical correlation analysis， Pearson product-moment correlation. The major findings and conclusions were as follew: (1) partially significant difference were found between the demographic variables such as sex， teaching school; (2) there was a canonical correlation relationship between type A behavior pattern and cognitive appraisal; (3) there was a significant relationship between type A behavior pattern and coping strategIes; (4) there was a canonical correlation relationship between cognitive appraisal and copmg strategIes; (5) there was a canonical correlation relationship among cognitive appraisal， coping strategies and coping results; (6) there was a cononical correlation relationship among type A behavior pattern， cognitive appraisal and coping results.