臺北縣國小教師SARS信念、預防行為意念與教學意念相關因素研究

Abstract

摘要

本研究之主要目的在於研究影響目前臺北縣國民小學教師SARS知識、信念、預防行為意向及防治教育行為意向之相關因素及其影響的可能因素，經預試及專家效度後完成正式問卷，經選定三十所學校，以問卷方式蒐集資料，回收有效問卷共573份。 資料經過分析之後，結果如下： 一、研究對象SARS知識部分似乎偏低，而近七成國小教師具有進行衛生教育經驗，但是尚有三成的國小教師並未具有，假若將來必須全面從事SARS預防教學時，這三成國小教師可能無法配合或是績效不彰，影響預防教學成果。有修習衛生教育教材教法的國小教師只有51.7％，只讓58.1％有擔任健康與體育領域的教師擔負這項工作似乎非常辛苦，還好有69.4％的SARS防治教學是在導師時間進行，有導師的加入對於衛生教育的落實是有相當大的幫助。 二、研究對象SARS的行動線索是以電視、網路居非平面媒體之首、而傳統的手冊、單張、報紙也是重要的平面媒體的資訊來源。 三、研究對象的SARS罹患性認知傾向於「中立」意見，對於SARS嚴重性認知傾向於「嚴重」，對於SARS障礙性認知傾向於「同意」，SARS利益性認知傾向於「非常同意」。嚴重性認知、利益性認知與SARS預防行為意向呈正相關；罹患性性認知與SARS預防行為意向呈負相關。 四、研究對象自我效能與SARS預防行為意向、SARS 防治教育行為意向都呈正相關，自我效能對於SARS預防行為意向的預測力有30.7﹪，自我效能對於SARS防治教育行為意向的預測力有10.8﹪。 五、在健康信念方面，研究對象年齡30~39歲、40~49歲嚴重性認知得分較未滿30歲高，而50歲以上得分也較40~49歲高。服務年資10~24年得分也較未滿五年高。 六、利益性認知、自我效能、性別、教學內容、健教教學對於SARS預防行為有正相關，學校位置為負相關；利益性認知、自我效能、性別、教學內容、學校位置、健教教學可解釋SARS預防行為意向總變異量的43.9 ﹪。 七、教學時機、行動線索、自我效能、教學內容、健教教學對於SARS防治教育行為有正相關，而職務為負相關；教學時機、行動線索、自我效能、教學內容、健教教學、職務可解釋SARS防治教育行為意向總變異量的32.9 ﹪。 八、性別對於SARS利益性認知、障礙性認知、罹患性認知有顯著差異；接觸經驗中的家長居家隔離、學生居家隔離對於SARS利益性認知有顯著差異；修習衛教教材對於SARS障礙性認知有顯著差異；接觸經驗中的家長居家隔離對於SARS障礙性認知有顯著差異；年齡、年資、健教教學、接觸經驗中的學生居家隔離對於SARS嚴重性認知有顯著差異。 九、行動線索與利益性認知、自我效能有顯著相關。Related Factors of Teachers’ SARS Knowledge, Beliefs, Preventive Behavioral Intention, and Preventive Teaching Intention in Elementary Schools of Taipei County

A Master Thesis By Chen, Mu-Lin Abstract The purposes of this study were to examine SARS knowledge, beliefs, preventive behavioral intention, preventive teaching intention, and related factors for the intentions among the elementary schools’ teachers in Taipei County. The participants chosen by cluster sampling method were 573 elementary schools’ teachers who were asked to respond to a self-reported questionnaire. The major findings of this study were as follows: 1.The scores of SARS knowledge the teachers got were low. About 70 percentage of the teachers had the experience of health education, but there were still 30 percentage of the teachers had not the experience. The mission of preventive teaching for SARS needed the corporation of the teachers in schools. 2.The cues to action for SARS mainly included television, network, brochure, and newspaper. 3.There were significant correlations among perceived severity, perceived benefits, and perceived susceptibility with SARS preventive behavioral intention. 4.The self-efficacy significantly correlated with SARS preventive behavioral intention& preventive teaching intention, and could also effectively predict both two intentions. 5.The explanation power (R2) of the SARS preventive behavioral intention by perceived benefits, self-efficacy, gender, the content of teaching, the location of school, and health education teaching toward SARS was 43.9%. 6.The explanation power (R2) of the SARS preventive teaching intention by the teaching time, cues to action, self-efficacy, the content of teaching, jobs, and health education teaching toward SARS was 32.9%. 7.There were significant differences among perceived benefits, perceived barrier, and perceived susceptibility toward gender. Some of demographic variables showed the significant differences for the beliefs of SARS. 8.There were significant correlations among perceived benefits, self-efficacy with cues to action.