國中教師對婦女權利態度調查研究- 以《消除對婦女一切形式歧視公約》為範疇

Abstract

本研究旨在探討國中教師對婦女之之權利態度，並依據研究結果，提出結論與建議，以提供教師、學校及教育行政機關之參考。 本研究採文獻分析及問卷調查法。首先，蒐集有關文獻，探討《消除對婦女一切形式歧視公約》之理論基礎與內涵，問卷調查內容以公約條文為範疇； 其次以問卷調查法，抽樣北部地區556位國中教師，調查結果以平均數、標準差、t考驗及單因子變異數分析等統計方法，進行資料分析與討論，並分析國中教師對婦女權利之態度，獲致下列研究結論： 一、國中教師在婦女基本人權和保障層面認同最高。 二、國中教師在性別主流化之推動實施層面認同最低。 三、不同年齡、學歷的教師對於婦女權利態度上有顯著性差異。 四、不同性別、婚姻狀況、工作年資及任教科目的教師對於婦女權利態度上沒有顯著性差異。 依據上述研究結果，對教師、學校、教育行政機關提出下列建議。 一、教師自我增能，透過同儕分享經驗，並且自我省思。 二、學校機關建構知識平台，善用網路媒介，建立教師專業社群，相互交流與分享。 三、教育政策宣導與落實，鼓勵教師在職修，終身學習，生涯發展。This study aims to investigate the junior teachers' attitudes survey of women's rights , and based on the findings , conclusions and suggestions in order to provide a reference teachers, schools , educational authority . This study adopts literature analysis, questionnaire survey . First, gather the relevant literature to explore the " Convention on the Elimination of All Forms of Discrimination against Women ," the theory and contents , the contents of the questionnaire to the provisions of the Convention for the category ;Second, the questionnaire survey , sampling the northern region 556 junior high school teachers , the findings mean, standard deviation , statistical t -test and ANOVA analysis, data analysis and discussion , and analysis of junior high school teachers attitudes towards women rights view , leads to the following conclusions : 1.The junior high school teachers in recognition of the highest level of women's basic human rights and protection. 2.The junior high school teachers in promoting the implementation of gender mainstreaming in the lowest level of recognition. 3.Different age, education teachers have significant differences on women's rights for the attitude part. 4.No significant differences in gender, marital status , job seniority for teachers and teaching on the subject of women's rights attitude. Based on the above findings, teachers, raise school educational administration following recommendations: 1.Teachers' self-empowerment, sharing experiences through peer and self-reflection. 2.The school authorities to construct knowledge platform, use of Internet media, the establishment of teacher professional community, mutual exchange and sharing. 3.The promotion and implementation of education policy to encourage teachers in-service repair, lifelong learning and career development.