探討花東地區非健康教育專長教師教學困擾與因應策略之研究

Abstract

本研究的目的為探討花東地區非健康教育專業教師教學困擾與因應策略之相關，研究對象為花東地區111學年度所有非健康教育專長教師，採問卷調查法，有效問卷共75份。研究結果如下:一、研究對象其教學困擾總平均為2.63分，其各層面為「研究發展與進修」2.82分，「課程設計與教學」2.73分，「班級經營與輔導」2.55分、「敬業精神與態度」2.45分。因應策略總平均為3.41分，其各層面為「設計適當課程」4.01分，「了解個別差異」3.77分，「尋求協助」3.52分、「解決途徑」2.36分。二、研究對象其教學困擾會因教育程度不同、擔任職位不同、校內是否有專業學習社群而有所差異；因應策略會因性別不同、婚姻狀況不同、擔任職位不同及校內是否有專業學習社群而有所差異。三、大專院校教育程度的花東地區非健康教育專長教師在教學困擾「班級經營與輔導」層面上比起研究所教育程度的教師教學困擾程度較高。沒有擔任行政職的花東地區非健康教育專長教師在教學困擾「敬業精神與態度」層面上比起有擔任行政職的教師教學困擾程度較高。校內沒有健康專業學習社群的花東地區非健康教育專長教師在教學困擾「課程設計與教學上」層面上比起校內有健康專業學習社群的教師教學困擾程度較高。四、本研究因應策略「解決途徑」為研究對象面對教學困擾時，對外尋求專家、研習資源等方法。故未婚的花東地區非健康教育專長教師在因應策略「解決途徑」層面上比起已婚的教師因應策略程度較高。沒有擔任導師的花東地區非健康教育專長教師在因應策略「解決途徑」層面上比起擔任導師的教師因應策略程度較高。校內沒有健康專業學習社群的花東地區非健康教育專長教師在因應策略「解決途徑」層面上比起校內有健康專業學習社群的教師因應策略程度較高。五、研究對象整體教學困擾與整體因應策略呈現負相關。六、研究對象可透過擔任職位、校內是否有健康專業社群、整體教學困擾來預測整體因應策略的使用。The study aimed to explore the association between the teaching challenges and coping strategies of non-specialist health education teachers in Hualien and Taitung. A total of 75 study participants completed a self-administrated questionnaire which consisted of teaching challenge scale, coping strategy scale, and information on participants’ demographics and work conditions.On average, participants’ score of overall teaching challenge scale was 2.63, and score of the coping strategy scale was 3.41. The multiple regression analysis indicated that being the homeroom teacher (β=-0.36，P<0.05) and suffering from teaching challenges (β=-0.49，P<0.001) were negatively associated with the use of coping strategies. However, participants who worked in schools with professional learning communities were more likely to use coping strategies (β=0.28，P<0.05) than their counterparts. Study findings suggested that encouraging non-specialist health education teachers to seek for coping strategies might help them to find solutions to the challenges they encountered in teaching. One of the effective ways to improve their use of coping strategies could be the professional learning communities at school.