國小教師網路健康資訊行為、網路健康素養與健康促進生活型態研究--以桃園市國小教師為例

Abstract

本研究旨在探討桃園市國小教師的網路健康資訊行為模式、網路健康素養現況與其健康促進生活型態，以期為教師增進自我健康管理能力、善用網路健康資源並建立良好的社交系統提供建議，進而提升教師的健康素養。研究採用問卷調查法，研究對象為現職於桃園市國小的正式及代理教師（不分公私立學校），使用教師個人背景資料，網路健康資訊行為問卷、網路健康資訊素養量表、健康促進生活型態量表等四項問卷作為研究工具。調查期間為113年8月至10月，最終回收有效問卷384份。接著，利用描述性統計（descriptive analysis）之百分比及次數分配、Scheffe事後比較、單因子變異數分析（One-way ANOVA）以及皮爾森積差相關分析等統計方法來進行資料處理與分析。研究結果表明，桃園市國小教師的網路使用行為和習慣主要集中在日常使用和公務處理方面，且對網路健康資訊的信任程度與疑慮並存。整體網路健康素養為中等水平，尤其在網路健康計算公式方面存在較大困難，但在互動性能力上表現較好。研究還發現，教師的運動習慣和教育程度與其網路健康素養呈正相關，且具有較高人際支持的教師，其健康促進行為較為突出。進一步分析顯示，運動習慣、教育程度及子女數在健康促進生活型態方面存在顯著差異。此外，網路健康素養與健康責任感之間呈現高度相關。基於研究結果，本文建議教育相關單位加強對教師網路健康素養的支持與培訓，尤其在提升網路健康計算能力和運動休閒方面，幫助教師更好地利用網路健康資源，促進其身心健康發展。This study aims to explore the online health information behavior patterns, online health literacy, and health-promoting lifestyle of elementary school teachers in Taoyuan City. The goal is to provide suggestions for enhancing teachers' self-health management abilities, effectively utilizing online health resources, and building a good social support system, ultimately improving their health literacy. The study employed a questionnaire survey method, with the research subjects being full-time and substitute teachers currently working in elementary schools in Taoyuan City (both public and private schools). Four questionnaires were used as research tools: a teacher personal background questionnaire, an online health informationbehavior questionnaire, an e-health literacy scale(EHLS), and a health-promoting lifestyle scale(HPLP-S). Data was collected between August and October of 2024, with 384 valid responses ultimately analyzed. Descriptive statistics, one-way ANOVA, Scheffe post-hoc tests, and Pearson’s correlation analysis were employed for data analysis.The results indicated that the online usage behavior and habits of Taoyuan elementary school teachers mainly focus on daily use and administrative tasks, with mixed levels of trust and doubt re-garding online health information. The overall online health literacy was at a moderate level, with sig-nificant difficulty in using online health calculation tools, although interaction skills were relatively stronger. The study also found a positive correlation between teachers’ physical activity habits and ed-ucation levels with their online health literacy. Teachers with higher social support tended to have more prominent health-promoting behaviors. Further analysis revealed significant differences in health-promoting lifestyle based on exercise habits, education level, and number of children. In addition, there was a strong correlation between online health literacy and health responsibility. Based on the findings, this study recommends that educational authorities strengthen support and training for teach-ers' online health literacy, particularly in enhancing online health calculation abilities and promoting ex-ercise and leisure activities, to better enable teachers to utilize online health resources and enhance their overall physical and mental well-being.