Author(s): CHANG, C., LIN, C.P., Institution: NATIONAL TAIWAN NORMAL UNIVERSITY, Country: TAIWAN, Abstract-ID: 749

Background: In recent years, Taiwan’s Ministry of Education has actively promoted the integration of Social Emotional Learning (SEL) into all subject areas. However, the key to the effective integration of SEL into physical education (PE) lies in teachers' own attitudes and beliefs, but there is still a lack of appropriate research tools.
Purpose: This study aimed to develop and conduct a preliminary analysis of a questionnaire, based on the Theory of Planned Behavior (TPB), to assess secondary school PE teachers’ attitudes and behavioral intentions toward SEL integration.
Method: The questionnaire consisted of four constructs based on TPB—attitude, subjective norm, perceived behavioral control, and behavioral intention. Complete the pre-test questionnaire after being reviewed the content validity by Six experts in education, PE, and sports psychology. A pilot test was administered to 45 secondary PE teachers, yielding 43 valid responses (95% return rate). Data were analyzed using SPSS 23.0.
Results: The instrument demonstrated high internal consistency (Cronbach’s α = .86), with all subscales exceeding the .70 reliability threshold. Item analysis showed that all items had significant discrimination values (p < .05). The mean scores for each construct, from highest to lowest: attitude (4.40), subjective norm (3.90), behavioral intention (3.81), and perceived behavioral control (3.57).
Conclusion: The findings support the questionnaire’s reliability and validity, indicating its potential for broader application. While PE teachers generally held positive attitudes toward SEL, the relatively lower score in perceived behavioral control suggests a need for professional development and resource support to enhance confidence in SEL implementation.