雲嘉南地區國小教師營養午餐知覺與營養教育實施之研究

本研究旨在探討雲嘉南地區國民小學教師對學校營養午餐的知覺與其營養教育實施現況之關係，本研究之研究目的有四：一、了解雲嘉南地區國小教師對營養午餐知覺的程度與差異。二、了解雲嘉南地區國小教師對營養教育實施的現況與差異。三、探討雲嘉南地區國民小學午餐供應與營養教育之間的關係。四、提出營養午餐與營養教育的相關建言。本研究以自編「雲嘉南地區國小營養午餐與營養教育實施現況調查」問卷為工具，對雲嘉南地區65所國小585位現任教師施測，以 SPSS FOR WINDOWS 10.0 中文版統計套裝軟體執行資料處理，以此分析雲嘉南地區國民小學教師營養午餐知覺與營養教育之關係。結果發現：一、教師個人背景變項之性別、服務年資、學歷、職務與學校組織背景變項之學校規模、縣市都是影響教師對學校營養午餐知覺的重要因素。二、教師個人背景變項是影響學校營養教育的重要因素，學校組織背景變項對學校營養教育的影響不如個人背景變項的明顯。三、教師營養教育的實施與教師對整體營養午餐的知覺有顯著的相關。四、整體而言，國小教師在學校營養教育的實施符合教育部對營養教育的要求，對學校午餐的知覺也依循教育部對學校廚房相關規定而行。依研究發現對教育單位與後續研究提出建議：一、教育部主張營養教育的實施是開辦營養午餐的主要目的之一，縣市教育主管機關應擬定具體策略，落實教育部結合營養午餐與營養教育的目標。二、學校組織單位需考慮學校組織生態，設法降低教師個人背景因素對學校營養教育的影響，穩定營養教育的水平。三、教師攸關學校營養教育實施之成敗，是營養教育相關研究不可忽視的區塊。四、探查學校食品供應與營養教育連結的向度，研究兩者連結的策略，為學校午餐經營多元化之後教育單位的實施策略提出建言。

關鍵字

營養午餐、營養教育、國小教師； HASH(0x8ab6c6c) ； HASH(0x8ab6ce4)

並列摘要

The purpose of this study is to investigate the implementation of the nutrition education at elementary schools in Yunlin, Chiayi, and Tainan Counties, especially focusing on teachers’ conception toward school lunches and the relationship between their conception and the nutrition education. Specifically, the researcher has investigated the teachers’ conceptions toward school lunches and the current nutrition education. The differences of teachers’ conceptions have been discussed as well. In order to survey teachers’ conception toward the school lunch and their implementation of the nutrition education in terms of their geographic backgrounds, the researcher has administrated a self-constructed questionnaire to a random sample of 585 teachers in 65 elementary schools in Yunlin, Chiayi, and Tainan. The research results are summarized as follow. First, several background variables related to teachers and schools have been found having an impact on teachers’ conceptions toward school lunches, such as teachers’ gender, experiences of teaching, academic backgrounds as well as the scales and locations of schools. Second, compared to the background variables related to schools, teachers’ background variables have a more significant influence on the nutrition education. Moreover, there is a significant relationship between the implementation of nutrition education and teachers’ conceptions toward school lunches. As a whole, the rules of practices set by the Department of Education have been followed and implemented well at elementary schools. Several conclusions are formulated in short. The local administrations of education have responsibility for the alignment between the implementation of nutrition education and lunch supplements according to the principles of school lunch supplements regulated by the Department of Education. Therefore, it is suggested that local administrators should provide strategies for schools to achieve the goal of the alignment stated above. In addition, it is obvious that the impact of teachers on the nutrition education cannot be ignored. Since teachers play an essential role in the implementation of the nutrition education, school administers have the responsibility to diminish the discrepancy of teachers’ conceptions so that stabilizing the effects of nutrition education can be realized. Finally, the connection between the food supplements for schools and the dimensionalities of the nutrition education is worth further studies.