[[abstract]]The purposes of the study were to survey the precedence of role component perception of Elementary Physical Education Teachers (EPETs) and their role partners, to analyze the status of ideal and actual role perception discrepancy of EPETs with different background, and to compare the ideal and actual role perception discrepancy between EPETs and their role partners. An “EPET Role Perception Questionnaire “ was derived from literature review and pilot study. The participants were sample of 781 elementary school teachers and principals. The data was statistically analyzed, and the results of this study were as follows: 1. There was consistency in the precedence of role component perception between EPETs and their role partners 2. The EPET's' ideal role perception was significant higher than actual role perception, and it was in the "medium discrepancy level". 3. There were significant difference and correlation between EPETs and their role partners. Three types of discrepancy between actual and ideal role perception were found: "deficit", "equal", and "surplus", and the "deficit" was the highest (95.2%). 4. Sex, administrative status, mentor, coach, coaching years, service area, and school size effected the EPETs' role perception discrepancy. 5. The EPETs' ideal and actual role perception were significant lower than their role partners’, and the EPETs' role perception discrepancy was significant higher than their role partners’. This indicated that there was discrepancy between the EPETs' role perception and their role partners’. The findings of this study have implication for authority of education administration, institutes of teacher education, elementary schools, physical education teachers, and future related studies. Key word: Role Perception Discrepancy, Role Perception, Physical Education teacher, Teacher Role, Elementary Teacher
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