雙北地區國中教師對施行同志教育的態度及相關影響因素之研究

本研究欲探討教師對施行同志教育的態度，及影響態度的相關因素，根據過去的文獻發現，這些可能的因素包含：學生需求、家長反應、同志教育教學資源、教職員態度、對性的態度、對同志態度、同志教育相關知能、年齡、生理性別、性取向、宗教信仰、與同志相處經驗、任教領域、工作職務。本研究採調查研究法，研究對象為雙北地區公立國中教師，母群體總數13,745人，依據過去文獻與問卷，編制「教師對施行同志教育的態度及相關影響因素量表」，經專家學者審查後發放正式問卷，取得405份有效樣本，運用IBM SPSS Statistics 23.0進行描述性統計、單因子變異數分析、獨立樣本t考驗、多元逐步迴歸等分析，取得以下研究結果。一、教師對施行同志教育的認知、情感、行動三個面向均超過中間值3分，整體而言，教師對施行同志教育的態度較為正向。二、教師若知覺到學生有同志教育的需求，其對施行同志教育的態度較為正向。三、教師若知覺到家長不反對同志教育，其對施行同志教育的態度較為正向。四、教師若知覺到學校具備充足的同志教育教學資源，其對施行同志教育的態度較為正向。五、教師若知覺到教職員支持同志教育，其對施行同志教育的態度較為正向。六、對性的態度抱持著尊重個人自主權的教師，其對施行同志教育的態度較為正向。七、對同志態度是友善支持的教師，其對施行同志教育的態度較為正向。八、具備同志教育相關知能的教師，其對施行同志教育的態度較為正向。九、三十歲以下的教師，其對施行同志教育的態度較為正向。十、生理性別不同的教師，其對施行同志教育態度沒有顯著差異。十一、性取向為同性戀或雙性戀的教師，其對施行同志教育的態度較為正向。十二、宗教信仰為基督教的教師，其對施行同志教育的態度較為負向。十三、具有與同志相處經驗的教師，其對施行同志教育的態度較為正向。十四、任教領域為綜合活動的教師，其對施行同志教育的態度較為正向。十五、工作職務為導師者，其對施行同志教育的態度較為負向。十六、對同志態度、學生需求、同志教育相關知能、家長反應、與同志相處經驗、宗教信仰等自變項，是影響教師施行同志教育態度的重要因素，合計共可解釋61.5%的依變項。

關鍵字

雙北地區；國中教師；同志；同志教育；同志教育態度

並列摘要

In this study we explored the attitude of teachers toward implementation of LGBTQ education and the factors that affect their attitude. Previous studies show that possible factors include student needs, parental response, LGBTQ education related teach resources, faculty attitude, attitude towards gender, attitude towards LGBTQ, LGBTQ education related knowledge, age, physical gender, sexual orientation, religion, experience with LGBTQ, teaching field, and job position. In this study we used the survey research method. Research subjects were public junior high school teachers in Taipei/New Taipei City area. The total population in this study was 13,745. An “Attitude of Teachers Toward Implementation of LGBTQ Education and Related Factors Scale” was made according to previous studies and questionnaires. The official questionnaire was released after review by expert scholars and 405 valid samples were recovered. IBM SPSS Statistics 23.0 was used to implement the descriptive statistics, one-way ANOVA, independent sample t-test, and multivariate stepwise regression analysis. The result is as follows. 1. The cognition, emotion, and action of teachers implementing LGBTQ education all exceeded the median value of three points. Overall speaking, teachers had a positive attitude toward the implementation of LGBTQ education. 2. If the teachers are aware that students have a need for LGBTQ education, they will generally have a positive attitude towards implementing LGBTQ education. 3. If the teachers are aware that parents are not against LGBTQ education, the teacher’s LGBTQ education implementation attitude will be positive. 4. If the teachers are aware that the school has sufficient LGBTQ education teaching resources, they will have a more positive attitude towards implementing LGBTQ education. 5. If teachers are aware that the faculty supports LGBTQ education, they will have a more positive attitude towards LGBTQ education implementation. 6. Teachers who respect personal autonomy in their sexual attitude will have a more positive towards implementation of LGBTQ education. 7. Teachers who have a friendly and supportive attitude towards LGBTQ will have a more positive attitude towards implementation of LGBTQ education. 8. Teachers with LGBTQ education related knowledge have a more positive attitude towards implementation of LGBTQ education. 9. Teachers under 30 years of age have a more positive attitude towards implementation of LGBTQ education. 10. Teachers of different biological genders do not show a significant difference in attitude towards implementation of LGBTQ education. 11. Teachers who are homosexual or bisexual in their sexual orientation have a more positive attitude toward implementation of LGBTQ education. 12. Teachers who are Christian in faith have a more negative attitude toward implementation of LGBTQ education. 13. Teachers who have spent time with LGBTQ have a more positive attitude toward the implementation of LGBTQ education. 14. Teachers who teach integrative activities have a more positive attitude toward implementation of LGBTQ education. 15. Guidance teachers tend to have a more negative attitude toward the implementation of LGBTQ education. 16. Attitude towards LGBTQ, student need, LGBTQ education related knowledge, parental response, experience with LGBTQ, and religious faith are independent variables that affect the attitude of teachers toward the implementation of LGBTQ. These combined can explain 61.5% of dependent variables.