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Behavioral Intention of Implementing Life Skill Teaching Among Junior High School’s Health and Physical Education Teachers of Five Counties in Central Taiwan
health and physical education teachers
Life skills teaching
The main purpose of this study was to investigate behavioral intention to life skill teaching from the viewpoints of health and physical education teachers in junior high school. The subjects, chosen by stratified random sampling, were 459 teachers from 84 public junior high schools in five central counties of Taiwan. The valid questionnaire was 321 (response rate 69.9%). Data was analyzed with One-Way ANOVA, Pearson Product -moment correlation and multiple-regression. The results indicate that: I.The subjects realized life skill teaching quite well, and their attitudes tend to be positive. Behavioral intention of implementing life skill teaching in six months was possible. II.Subjects joined the life skill teaching training program in last two year and had more teaching hours realized life skill teaching better than the others. III.The subjects majored in health education and taught more hours had more positive attitudes toward life skill teaching. On the other hand, those who worked in larger schools had more negative attitudes toward life skill teaching. IV.Behavioral intention of those who joined the life skill teaching training program in last two years was higher than those who didn’t. On the contrary, behavioral intention of those who teach more years and work in larger schools was lower than their counter part. V.There were significantly positive relationships among cognition, attitude and behavioral intention of Life Skill teaching. VI.The background factors, cognition and attitudes toward life skill teaching could explain 38.6% variance of life skill teaching intention. School size, cognition and attitudes toward life skill teaching are significant variables.
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