國中健康與體育領域教師之自尊與身體意象教學信念與教學關注研究

蔡雅惠(Ya-Hui Tsai)

指導教授 ： 賴香如

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2006年)

摘要

國中階段是學生身體意象與自尊發展的關鍵時期，其與身心健康關係密切，而健康心理為健康與體育領域課程主軸之一，故本研究目的是想瞭解國中健康與體育領域教師對自尊與身體意象融入教學之信念與關注程度，以及其間的關係。
以台灣北區八縣市國中健體教師為對象，採分層比率抽樣法抽出378人，以郵寄問卷方式進行調查，得有效問卷281份(74.3 %)。以t檢定、單因子變異數分析和多元複迴歸進行資料分析。主要研究結果如下：
一、 研究對象對於自尊與身體意象融入教學的整體教學信念、學生學習層面和教師教學層面均抱持著正向的信念。
二、 研究對象對於自尊與身體意象融入教學的資訊關注、個人關注、管理關注、後果關注、合作關注和再關注皆在中上程度，又以後果關注的特性最明顯。
三、 學校學生需求程度越高、女性、代理代課或兼課教師、接觸心理困擾學生之教師，對於自尊與身體意象融入教學信念越正向。
四、 教師對於自尊與身體意象融入教學的關注程度因性別、婚姻狀況、擔任職務、任教科目和接觸心理困擾學生情形而不同。
五、 自尊與身體意象融入教學之信念與低度關注、管理關注程度呈現負相關；但與資訊關注、個人關注、後果關注、合作關注和再關注皆呈現正相關。
六、 學校因素和個人因素能解釋教師之自尊與身體意象融入教學信念24.4 %的變異量。
七、 學校因素和個人因素能有效預測低度關注、資訊關注、個人關注、後果關注、合作關注、再關注等六層面教學關注，解釋量介於20.0 ~ 31.2 %。
根據研究結果，建議應提升教師對學生健康心理狀態的察覺力，並提升相關教學知能，進而能透過國中健康與體育領域課程提升學生自尊與建立正確的身體意象。

關鍵字

國中健康與體育領域教師 ； 自尊與身體意象融入教學 ； 教學信念 ； 教學關注程度

並列摘要

The purpose of this study was to research and examine the correlation between junior high school Health and Physical Education teachers’ teaching-belief and concern about self-esteem and body-image teaching. By using a probability proportionate method, 281 valid samples (response rate74.3 %) of teachers from 8 cities in the north Taiwan were surveyed with a post questionnaire. Data was analyzed with t test, ANOVA and multiple-regression. The results of this research were summarized as follows:
1. In teaching about self-esteem and body-image, the teaching-belief was positive.
2. The level of teaching-concern about self-esteem and body-image teaching were above average, which covers informational, personal, consequence, collaboration and refocusing concerns. Among the seven domains, the highest concern was consequence.
3. The higher the perceived need from students, the more positive teaching-belief of teachers, who are female, substitute, temporary, or have contact with mental disturbed students, to include self-esteem and body-image teaching.
4. The level of teaching-concern about self-esteem and body-image teaching varies by gender, marital status, roles and responsibilities, and experiences in contacting mental disturbed students.
5. The teaching-belief about self-esteem and body-image teaching was negatively associated with awareness and management concerns. On the other hand, the teaching-belief was positively associated with informational, personal, consequence, collaboration and refocusing concerns.
6. The school and personal factors could predict 24.4 % variation of teaching-belief about self-esteem and body-image teaching.
7. The school and personal factors could predict 20.0 ~ 31.2 % of teachers’ awareness, informational, personal, consequence, collaboration and refocusing concerns about self-esteem and body-image teaching.

Based on these results, it is suggested that teachers’ awareness of students’ mental condition should be enhanced, professional knowledge and technical skills should be improved to build stronger students’ self-esteem and body-image in Health and Physical Education.

並列關鍵字

Health and Physical Education teachers ； self-esteem and body-image teaching ； teaching-belief ； teaching-concern

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