宜蘭縣高中(職)教師健康促進生活型態及相關因素之研究
Abstract
本研究目的在瞭解宜蘭縣高中(職)教師健康促進生活型態，並探討其社會人口學變項、自覺健康狀況、健康行為自我效能與健康促進生活型態的關係及健康促進生活型態預測因子。
以宜蘭縣93學年度公私立高中(職)合格專任教師為研究母群體，採分層機率比率抽樣法，利用結構性問卷方式進行資料收集，取得有效問卷共410份，回收率84%。以SPSS for Windows 11.0視窗版統計套裝軟體進行資料分析。
研究結果發現：
一、研究對象健康促進生活型態層面，得分最高為靈性成長，其餘依序為營養行為、人際關係行為、壓力處理行為，而身體活動行為、健康責任行為得分最低；健康行為自我效能方面，以心理安適得分最高，其次為營養，而健康責任、運動的得分最低；自覺健康狀況則是介於中等程度以上。
二、研究對象社會人口學變項中之年齡、婚姻狀況、教學年資、健康促進課程參與情形、參與課程時數與健康促進生活型態有顯著差異。
三、研究對象之自覺健康狀況、健康行為自我效能與健康促進生活型態呈正相關。
四、健康行為自我效能、年齡、自覺健康狀況及參與健康促進課程等四個變項，共可解釋健康促進生活型態變異量的53.3%，其中健康行為自我效能為最佳的預測因子。
依據研究發現，對學校衛生實務、教育行政及未來研究方向提出相關建議。
The purpose of this study was to probe into the health-promoting lifestyles among senior high school and vocational school teachers in Yilan county. It explored the relation with demographic variables, perceived health status, self-efficacy of health behavior and the predictors of the health-promoting lifestyles. The qualified teachers at senior high school and vocational school in Yilan county in 2005 were the target population of this research, and the samples were selected by using stratified PPS random sampling. The data collection was based on structural questionnaire method, and there were 410 valid samples, which presented a 84% of the response rate. The data was analyzed by SPSS for Windows 11.0. The major findings of the study were as follows: 1.In the health-promoting lifestyles, the highest score was the spiritual growth, followed by nutrition, interpersonal relations, stress management, and the lowest was physical activity, health responsibility; in the self-efficacy of health behavior, the highest score was psychological well-Being, followed by the nutrition, and the lowest was health responsibility, exercise; subjects perceived health status is above the medium degree. 2.The result indicated that these following factors of demographic variables did show significant differences in the health-promoting lifestyles: ages, marital status, the total experiences in teaching field, the participation of the health-promoting lessons and the total hours in participating in health-promoting lessons. 3.The perceived health status and self-efficacy of the subjects had a positive correlation with the health-promoting lifestyles. 4.The self-efficacy of health behavior, ages, the perceived health status, and the participation of health-promoting lessons were the significant predictors and explained 53.3% of the variance of health-promoting lifestyles. However, the self-efficacy of health behavior was the strongest predictor of all. The finding of this study could act as references for school health practice, for educational adminstration and for further research in this field.
The purpose of this study was to probe into the health-promoting lifestyles among senior high school and vocational school teachers in Yilan county. It explored the relation with demographic variables, perceived health status, self-efficacy of health behavior and the predictors of the health-promoting lifestyles. The qualified teachers at senior high school and vocational school in Yilan county in 2005 were the target population of this research, and the samples were selected by using stratified PPS random sampling. The data collection was based on structural questionnaire method, and there were 410 valid samples, which presented a 84% of the response rate. The data was analyzed by SPSS for Windows 11.0. The major findings of the study were as follows: 1.In the health-promoting lifestyles, the highest score was the spiritual growth, followed by nutrition, interpersonal relations, stress management, and the lowest was physical activity, health responsibility; in the self-efficacy of health behavior, the highest score was psychological well-Being, followed by the nutrition, and the lowest was health responsibility, exercise; subjects perceived health status is above the medium degree. 2.The result indicated that these following factors of demographic variables did show significant differences in the health-promoting lifestyles: ages, marital status, the total experiences in teaching field, the participation of the health-promoting lessons and the total hours in participating in health-promoting lessons. 3.The perceived health status and self-efficacy of the subjects had a positive correlation with the health-promoting lifestyles. 4.The self-efficacy of health behavior, ages, the perceived health status, and the participation of health-promoting lessons were the significant predictors and explained 53.3% of the variance of health-promoting lifestyles. However, the self-efficacy of health behavior was the strongest predictor of all. The finding of this study could act as references for school health practice, for educational adminstration and for further research in this field.
Description
Keywords
教師, 健康促進生活型態, 健康行為自我效能, 自覺健康狀況, teachers, health-promoting lifestyles, self-efficacy of health behavior, perceived health status