本研究目的在分析國高中體育教師的不同背景變項在教師專業能力、自 我效能感對於幸福感之差異情形，並驗證國高中體育教師之教師專業能力、 自我效能感及幸福感之間的影響關係。以台灣公立國中與高中學校專任體育 教師為研究對象，發出500 份問卷到60 所國、高中學校，最後有效回收474 份問卷，有效問卷回收率94.8％。資料經統計分析，結果發現教師性別、婚 姻狀況、教育程度、工作年資、年齡、教師擔任職務及任職於國中或高中學 校等變項在教師專業能力上皆未達顯著性差異。教育程度變項在自我效能感 達顯著性差異，而工作年資、年齡、教師工作職稱及任職於國中或高中學校 變項在幸福感達顯著性差異。國高中體育教師的教師專業能力會正向影響其 自我效能感，國高中體育教師的教師專業能力會正向影響其幸福感，國高中 體育教師的自我效能感會正向影響其幸福感，自我效能感在模式中具有部分 中介效果。教師專業能力變項能解釋自我效能感變項的49％解釋變異量，而 教師專業能力與自我效能感變項能解釋幸福感變項的17％解釋變異量。最後 本研究也根據結果提出一些實務上建議，以供提升教師幸福感參考。

The study attempts to analyze the situation among teachers’ professional abilities, self-efficacy on happiness in physical education teachers in junior high and high schools, and find the influences among junior high and high schools teachers’ professional abilities, self-efficacy and happiness. The sample of this study includes physical education teachers in junior high and high schools in Taiwan. We choose 60 public schools and sent out 500 questionnaires altogether and retrieve 474, the valid retrieve rate comes to 94.8%. The main findings of this study were as follows: There is no significant difference between teachers’ professional abilities and these background variables, such as different genders, marital status, education degree, age, professional title, and teachers’ work place. There is significant difference between teachers’ education degree and self-efficacy. Also, there is significant difference between teachers’ happiness and these background variables, such as years of working, age, professional title, and teachers’ work place. Junior high and high school teachers’ professional abilities have positive influences on self-efficacy. Junior high and high school teachers’ professional abilities have positive influences on happiness. Junior high and high school teachers’ self-efficacy have positive influences on happiness. Self-efficacy has partial mediation effect in this model. Teachers’ professional abilities can tell 49% explanation of variance to self-efficacy. Teachers’ professional abilities and self-efficacy can tell 17% explanation of variance to happiness. Last but not least, this research also provide some practical suggestions for teachers to increase teachers’ happiness.