Background/Purpose: The purpose of this study was to verify transference by testing the causal model of thinking styles, positive and negative affect, and teaching efficacy with the teaching beliefs in physical education as the mediator.
Method: Data was analyzed by using Structural Equation Modeling. 244 elementary physical education teachers were stratified sampling in Taipei City. The Scales of PE teaching efficacy, thinking styles in physical education, positive and negative affect, and teaching beliefs in physical education were used in this study.
Analysis/Results: Results indicated that the teaching beliefs was the mediating effect of thinking styles and teaching efficacy. Positive and negative affect was the direct effect of teaching efficacy.
Conclusions: Based on the results, PE teachers had the characteristics of different teaching beliefs by using different thinking styles. Finally, the teaching beliefs affected teaching efficacy in PE class. Therefore, the teaching beliefs was important for PE teacher teaching. What is more, the future study could increase of Interviews to verify related factors between the thinking styles and teaching beliefs.