本研究以大阪市小學體育教師及學生為研究對象，採隨機抽樣方式；抽取大阪75所公私立國小，每校隨機抽樣二位體育教師，共發放150份問卷，回收有效問卷122份，回收有效率為81.3％；學生部份則配合先前抽樣教師(150位)所教授之班級學生，每班隨機抽取5位學生，共發放750份問卷，回收有效問卷610份，回收有效率為81.3％。資料處理採敘述統計、獨立樣本T檢定、單因子變異數分析、皮爾遜積差相關。本研究主要結果為： 一、大阪市小學體育教師有效教學行為與學生學習成效之整體平均得分情形屬於中上程度。 二、大阪市小學體育教師在不同任教年資、體育主修與同儕互動等自變項，在其教學準備、系統呈現教材、教學評量、教學策略、班級經營等整體因素皆達顯著差異。 三、有效教學行為與學生學習成效達顯著正相關。 The purpose of this study was to (a) identify teacher efficacy, effective teaching behavior, and students’ learning effect of Elementary School Physical Education in Osaka; (b)compare the differences among selected demographic variables on teacher efficacy and effective teaching behavior; and(c) analyze the relationships among teacher efficacy, effective teaching behavior, and students’ learning effect. Four questionnaires desig1ed by the author were utilized for data collection including (a) demographic information sheet; (b)Elementary School Physical Education Teacher Efficacy Scale; (c) Elementary School Physical Education Effective Teaching behavior Scale; and (d) Elementary School Physical Education Students' Learning Effect Scale. The sample was 150 physical education teachers and 750 students randomly selected from 75 elementary schools in Osaka. From the survey returned, 122 were coded for teachers and 610 for students. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and stepwise multiple regression were computed for data analysis. The results indicated that (a) Osaka Elementary School Physical Education teachers were moderately high on teacher efficacy and effective teaching behavior and students' learning effect were also satisfied; (b) the significant differences were found on teacher efficacy by position and highest degree earned; (c) teacher efficacy and effective teaching behavior; and effective teaching behavior and students' learning effect were positively correlated significantly.
