本研究旨在瞭解新竹縣國小教師節能減碳教育教學信念與教學效能現況及不同背景教師在節能減碳教育教學信念與教學效能的差異情形,以及探討兩者之間的相關性,並分析教學信念對教學效能是否有預測力。 為了達到研究目的,本研究採用問卷調查法,以自編之「國小教師節能減碳教育教學信念與教學效能關係之調查問卷」作為資料蒐集的工具,以新竹縣國小教師為研究對象,抽取504 位教師進行問卷調查,回收有效問卷441份。調查所得資料以電腦統計套裝軟體進行描述統計分析、t考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析等統計方法處理。根據資料分析結果,本研究結論如下: 一、 國小教師所持有之節能減碳教育教學信念現況傾向於進步取向。 二、 國小教師在節能減碳教育教學效能表現呈現中高程度。 三、 不同最高學歷、教學年資的國小教師在節能減碳教育教學信念有顯著差異。 四、 不同教學年資、擔任職務的國小教師在節能減碳教育教學效能有顯著差異。 五、 國小教師的節能減碳教育教學信念愈高,其教學效能的程度也愈好。 六、 國小教師的節能減碳教育教學信念能有效預測節能減碳教育教學效能。 最後,根據結論提出相關建議,以做為教育主管機關、國小教師及未來研究者之參考。
The purpose of this study is to investigate the current situation of elementary school teachers’ teaching beliefs and teaching effectiveness related to energy conservation and carbon reduction education in Hsinchu county and also analyze a discrepancy in teaching beliefs and teaching efficiency of teacher’s dissimilar background. In addition, this subject was discussed the relationship between both issues and analyzed teacher’s teaching beliefs regard their teaching efficiency was predictable. In order to achieve the purpose of this study, the survey was conducted with a questionnaire “ Elementary school teachers’ teaching beliefs and teaching effectiveness related to energy conservation and carbon reduction education” developed by the researcher. The object of study included 504 teachers work in Hsinchu county elementary school and 441 valid questionnaires were collected. The data was analyzed by statistic software of SPSS and collected from the surveys were treated and analyzed with descriptive statistics, t-test, one-way variance of analysis, Pearson’s product-moment method correlation method, and the regression analysis in multiple steps. According to the research results, the conclusions of this study was drawn as follows: 1. Elementary school teachers’ energy conservation and carbon reduction education teaching beliefs would be more inclined to improvement. 2. Elementary school teachers’ energy conservation and carbon reduction education teaching efficiency appeared on mid-high-level. 3. The conspicuous discrepancy in energy conservation and carbon reduction education teaching beliefs by elementary school teacher educational background and teaching experience. 4. The conspicuous discrepancy in energy conservation and carbon reduction education teaching efficiency by elementary school teacher teaching experience and different function job. 5. There was a significant relationship between elementary school teachers’ energy conservation and carbon reduction education teaching beliefs and teaching efficiency. 6. Elementary school teachers’ energy conservation and carbon reduction education teaching beliefs can be predicted teaching efficiency. Finally, based on the conclusion, suggestions were proposed for education administration, elementary school teachers and future researchers reference.
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