健康促進國小建立家庭夥伴關係影響因素研究

Influential Factors of School Involvement in Family Partnership of Health-Promoting Primary Schools in Taiwan

牛玉珍(Yu-Zhen Niu) ； 劉潔心(Chieh-Hsing Liu) ； 邱詩揚(Shy-Yang Chiou) ； 陳政友(Cheng-Yu Chen)

《台灣公共衛生雜誌》 33卷3期 (2014/06) Pp. 290-303

https://doi.org/10.6288/TJPH201433103022

摘要

目標：本研究目的為瞭解台灣健康促進國民小學能成功建立家庭夥伴關係的影響因素。方法：本研究以99學年度全國2,675個國民小學健康促進國小主要承辦人為研究對象，按各縣市國小數比例算出抽樣的校數，再依國小班級數大小進行分層隨機抽樣，共抽出584個國小（含74個議題中心及行動研究學校），最後有效問卷共391份，回收率為67%。本研究係參考PRECEDE-PROCEED理論模式擬定研究架構，自變項包含背景變項、素質因素、增強因素、及使能因素；依變項則為國小建立家庭夥伴關係。以描述性、階層迴歸分析進行統計分析。結果：所有變項可以解釋國小建立家庭夥伴關係46.4%的總變異量，背景變項、使能因素、增強因素及素質因素能在逐層的控制下，單獨的對國小家庭夥伴關係達到4.4%、13.2%、20.3%及8.6%的解釋力，所有影響的變項中，建構夥伴關係的效能有最大的影響力（β = .389）。結論：足夠的資源、政府主管的重視度、校長及同仁的支持、建構家庭夥伴關係的效能，能使國小成功的與家庭建立夥伴關係。

關鍵字

階層迴歸分析 ； 國小建立家庭夥伴關係 ； PRECEDE-PROCEED模式

並列摘要

Objectives: This paper explores the factors influencing the involvement of health-promoting Taiwanese elementary schools in school-family partnership. Methods: The study design was cross-sectional. A stratified random sample was used, according to the size of the districts and individual schools, to select participants from 2,675 primary schools in Taiwan. A total of 584 participants were recruited and the response rate was 67% (n = 391). Structured questionnaires including items on demographics, predisposing factors, reinforcing factors, enabling factors, and involvement in school-family partnership, were used to collect data. The data were analyzed using descriptive statistics and hierarchy regression, and p ＜ .05 was considered statistically significant. The research framework was based on the PRECEDE-PROCEED model. Results: The demographics, predisposing factors, reinforcing factors, and enabling factors were the major factors affecting school involvement in school-family partnership, accounting for 46.4% of the total variance for involvement in school-family partnership. The demographics, predisposing factors, reinforcing factors, and enabling factors can divided for 4.4%, 13.2%, 20.3% & 8.6% of the total variances. Conclusions: The availability of helpful resources, supportive policymaking, supportive principal, colleagues, and perceived efficacy of school-family partnership, can successfully enhanced school involvement in school-family partnership.

並列關鍵字

hierarchy regression ； involvement in school-family partnership ； PRECEDE-PROCEED model

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