國民中學教師對永續校園的認知、態度、行為研究 －以大臺北地區為例

Abstract

本研究旨在探討大臺北地區的國民中學教師對永續發展及永續校園計畫的認知、態度及行為。以立意取樣的方式，實施「國民中學教師對永續校園認知、態度和行為之調查」研究，回收415份有效問卷，再以SPSS 22 for Windows進行資料分析與討論，以綜合了解中學教師目前永續校園素養。依據研究目的與問題、研究結果與分析，本研究歸納重點如下： 一、整體國民中學教師呈現積極且正向的教師永續校園素養。多數教師已經理解永續發展的基本定義和包含向度，也具有良好的態度和永續行為；在永續行為上，偏重日常生活中的環保行為，但將責任轉化成行為的意願及行動方面，教師對永續校園的行為跟認知、態度相比，有較低的情況。 二、在國民中學教師一般背景變項中，性別、任教年資和最高學歷對教師永續發展素養影響力有限；只有在任教職務和任教科目上，教師永續校園的行為才會受到影響。 三、在教師專業背景變項中，如：環境相關系所畢業、參與環保活動、環境社團成員、參加環境教育或永續教育研習等，對國民中學教師永續校園素養影響力會比一般背景變項還要更強烈。 四、本研究利用集群分析，將國民中學教師永續校園素養，分成知識標竿型、自我實踐型、消極封閉型和積極行動型四種類型。

This study aimed to explore the Taipei area (Taipei City and New Taipei City) junior high school teachers' cognition, attitudes, and behavior of sustainable development and the sustainable campus project. By purposive sampling, implementation research "on sustainable campus cognition, attitudes and behavior surveys for junior high school teachers", return 415 valid questionnaires, and then by" SPSS 22 for Windows" for data analysis and discussion, an integrated understanding of junior high school teachers' view for sustainable campus. According to the research objectives and questions, research results and analysis, the focus of this study summarized as follows: First, Overall junior high school teachers presents active and positive for sustainable campus of literacy. Most teachers have to understand the basic definitions and contains dimensions, also has a good attitude and behavior for sustainable development; On sustainable behavior, emphasizing green lifestyle in daily life, but behavioral skills of teachers is a bit inadequate in the responsibility translated into action the will, behavior compared to low with cognitive and attitudes. Second, the junior high school teachers in general background variables: gender, teaching seniority and highest degree has limited influence education for sustainable campus of literacy; only the duties and teach subjects, teachers’ behavior on sustainable campus , will be affected. Third, in the teachers' professional background variables, such as environmental educational background, environmental protection, environmental community members to participate, in environmental education and sustainable education or teacher workshops, etc, education for sustainable campus of literacy influence will even more strongly than the general background variables. Fourth, the use of cluster analysis in this study, the junior high school teachers in the overall education for sustainable campus of literacy the following-Knowledge-based Group, Self-practice Group, Negative closed Group and Positive action for four types.