臺北市國民小學推動國際安全學校之執行成效研究
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2011
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本研究主要以臺北市14所國民小學教職員（共1145人）為研究母群，以自編之調查問卷為研究工具，採立意抽樣，選取研究樣本336人，並回收有效樣本258份（回收率76.8%）。調查問卷包含個人及學校基本資料，並探討研究對象在「安全學校檢核指標」、「學校總體安全感」及「學生事故傷害比率」等各項情形，同時檢視「社會人口學變項」、「學校背景變項」與「安全學校執行成效」之間是否有顯著差異性，藉此了解臺北市國民小學推動國際安全學校的執行成效。
本研究主要發現如下：
一、研究對象之安全學校執行成效以「安全學校檢核指標」部分得分最高；「學校總體安全感」部分得分次之；「學生事故傷害」部分得分最低。
二、「安全學校檢核指標」之差異性比較結果，僅有「目前擔任的職務」、「參與安全相關課程研習時數」和「是否通過國際安全學校認證」三項變項達顯著性差異。
三、「學校總體安全感」之差異性比較結果，僅有「性別」、「目前擔任的職務」、「參與安全相關課程研習時數」和「是否通過國際安全學校認證」四項變項達顯著性差異。
四、通過國際安全學校認證之研究對象，於「安全學校檢核指標」及「學校總體安全感」等兩部份的執行成效優於未參加國際安全學校認證的研究對象。
五、兩年內參與安全相關課程研習12小時以上之研究對象，於「安全學校檢核指標」及「學校總體安全感」等兩部份的執行成效高於「未參加安全相關課程研習」者。
建議持續辦理「安全相關之課程研習」及擴大推動「國際安全學校認證」，以達全面提升學校安全。
This study included 1145 staffs of 14 elementary schools in Taipei city. Applied tool is self-organized questionnaire. With the method of purposive sampling, 336 research samples were chosen and 258 valid questionnaires were retrieved by mail (response rate: 76.8%). Within the questionnaire contents personal and school basic information. Objects are reviewed under the condition of “safe school indicators”, “general sense of safety in school”, and “student injury rate” Factors such as “social demographic variable”, “school background variable”, and “safe school performance” are also studied for obvious differences in order to understand the performance of Taipei city elementary schools in promoting international safe school. The main observations in this study as follow: 1. Within this research, objects’ performance in safe school shows highest score in the category of “safe school indicators”. Second highest score fell in the category of “general sense of safety in school”. However, “student injury rate” scored least. 2. When comparing the differences, in “safe school indicators” sections, only “current position”, “spent in safety -related courses study hours”, and “with/without international safe school certification” have significant differences. 3. In the “general sense of safety in school” section, only “ gender”, “current position” have significant differences, “spent in safety -related courses study hours”, and “with/without international safe school certification”. 4. With international safe school certification objects performs better than those without certification in the category of “safe school check index” and “general sense of safety in school”. 5. Objects who attended more than 12 hours of safe related courses performs better than those haven’t in the category of “safe school check index” and “general sense of safety in school”. The study suggests continue to held “safe related courses” and expend work items in regard with “international safe school certification”, then the school safety can be upholded.
This study included 1145 staffs of 14 elementary schools in Taipei city. Applied tool is self-organized questionnaire. With the method of purposive sampling, 336 research samples were chosen and 258 valid questionnaires were retrieved by mail (response rate: 76.8%). Within the questionnaire contents personal and school basic information. Objects are reviewed under the condition of “safe school indicators”, “general sense of safety in school”, and “student injury rate” Factors such as “social demographic variable”, “school background variable”, and “safe school performance” are also studied for obvious differences in order to understand the performance of Taipei city elementary schools in promoting international safe school. The main observations in this study as follow: 1. Within this research, objects’ performance in safe school shows highest score in the category of “safe school indicators”. Second highest score fell in the category of “general sense of safety in school”. However, “student injury rate” scored least. 2. When comparing the differences, in “safe school indicators” sections, only “current position”, “spent in safety -related courses study hours”, and “with/without international safe school certification” have significant differences. 3. In the “general sense of safety in school” section, only “ gender”, “current position” have significant differences, “spent in safety -related courses study hours”, and “with/without international safe school certification”. 4. With international safe school certification objects performs better than those without certification in the category of “safe school check index” and “general sense of safety in school”. 5. Objects who attended more than 12 hours of safe related courses performs better than those haven’t in the category of “safe school check index” and “general sense of safety in school”. The study suggests continue to held “safe related courses” and expend work items in regard with “international safe school certification”, then the school safety can be upholded.
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Keywords
國際安全學校, 執行成效, International safe schools, implementation of effective