國民中學教師對校外教學風險管理的認知與態度之研究－以臺北縣為例

The study on the cognition and attitudes of junior high school teachers toward risk management of outschool education- Sampling of Taipei County

朱妍蓓(YEN-PEI CHU)

指導教授 ： 林安邦

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2006年)

摘要

校外教學在臺灣是很普遍的學校活動，亦是學生最興奮與期待的時刻，然而校外教學風險事故時有所聞，身為校外教學的規劃與執行者，除了充實活動內容，更需要完備的風險管理機制，不僅用於填補事後的損害，更能防患於未然。
風險管理在企業界已經普遍受到重視並具體加以落實，教師本身若能具備較高的風險管理認知與積極的風險管理態度，不但可在活動規劃與實施階段給予更多有效的建議，萬一風險事故發生，亦較能免於法律責任的追訴。
本研究主要在瞭解國民中學教師對於校外教學風險管理之認知情形與態度，並進一步分析兩者之相關情形。研究者首先針對校外教學、風險及風險管理之相關文獻加以整理分析，再結合校外教學之實務經驗，將校外教學的風險管理過程分為四個階段來探討，第一階段為校外教學風險的確認與分析，第二階段為校外教學風險的衡量或評估，第三階段為校外教學風險管理策略之選擇與執行，第四階段為校外教學風險管理策略之檢討考核，作為建構本研究之理論基礎。
其後，研究者使用自編之「國民中學教師對於校外教學風險管理之認知與態度」調查問卷為研究工具，針對性別、教師資格、主要任教領域、學校規模、是否擔任過學校行政職務、是否參與過校外教學策劃工作、是否參與過風險管理相關研習、任教年資等八個背景變項進行研究。問卷調查採分層隨機抽樣方式，抽取臺北縣25所縣立國中或縣立高中國中部教師共517人為樣本，回收有效樣本共438份。問卷回收後則以SPSS 10.0 for Windows進行敘述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關分析等統計考驗，研究重要發現如下：
一.臺北縣國中教師對於校外教學風險管理之整體認知程度頗高。尤其在「風險衡量或評估」方面擁有較高的認知程度，而在「風險管理策略之選擇與執行」的認知程度略低於其他層面。
二.不同性別、教師資格之臺北縣國中教師對於校外教學風險管理的認知程度，呈現顯著差異。
三.臺北縣國中教師對於校外教學風險管理之整體態度表現頗為積極正向。尤其在「風險確認與分析」方面擁有較正向的態度表現，而在「風險衡量或評估」的態度表現較其他三個層面不積極。
四.不同性別、學校規模、是否擔任過學校行政職務、是否參與過校外教學策劃工作、是否參與過風險管理相關研習、任教年資之臺北縣國中教師對於校外教學風險管理的態度表現，呈現顯著差異。
五.臺北縣國中教師之校外教學風險管理認知與態度間呈現正相關共變關係。
根據研究結果，研究者提出建議如下：
一.對教育主管機關的建議
（一）落實校園事件通報並增列傷亡人數統計分析。
（二）集結校外教學事故之案例分析。
（三）整合教育單位與交通單位之校外教學相關資源。
二.對學校行政單位的建議
（一）簡化校外教學報備作業流程。
（二）善用他領域專業資源。
（三）舉辦校外教學風險管理相關研習。
三.對國民中學教師的建議
（一）做好風險管理，正面看待校外教學。
（二）充實校外教學相關知能。
四.對後續研究者的建議
（一）研究對象：可將研究對象擴大至其他教育階段、其他縣市或私立學校教師，亦可以身心障礙學生之校外教學風險管理為主題進行相關研究。
（二）研究工具：本研究問卷為自編，後續研究者若需引用，應對信效度再作審慎分析。
（三）研究方法：可輔以質性研究方法取得進一步資料，以與量化研究結果呼應。
（四）研究主題：校外教學風險管理牽涉之專業領域眾多，本研究僅以教育專業的可為之處為重點，期待後續仍有其他相關領域之專業研究者投入其中。

關鍵字

國中教師 ； 校外教學 ； 風險管理 ； 認知 ； 態度

並列摘要

Activities of outschool education are popular in Taiwan, and students always expect for their coming in excitement. However, accidents are often heard. A programmer or an executor of outschool education has to not only enrich the contents but also manage the risks in order to make up the possible loss and prevent the accidents.
Risk management has been emphasized and practiced in most enterprise groups. Teachers with high cognition and active attitudes toward risk management will be able to provide more effective suggestions during the period of programming and executing activities, and they have more chances to prevent themselves from lawsuits in case there is an accident.
This study aims to investigate the cognition and attitudes of junior high school teachers toward risk management of outschool education, and it also aims to analyze the relation between the cognition and attitudes. First, the researcher collected and analyzed the literature about outschool education, risk, and risk management. Then, the researcher combined the related literature with her own experiences to divide the process of risk management toward outschool education into four stages. The first stage is to identify and analyze the risks of outschool education. The second stage is to evaluate the risks of outschool education. The third stage is to choose and execute the strategies of risk management. The fourth stage is to check the strategies of risk management. The four stages are also the structures of this study.
The researcher adopted the questionnaire study to investigate. Eight directions were discussed, and they were gender, teaching qualification, teaching subject, school scale, whether you have been school administrative personnels, whether you have participated in programming activities of outschool education, whether you have joined workshops about risk management, and teaching years. Level proportional sampling method was taken in this study. The original samples were 517 teachers from 25 public junior high schools in Taipei County. The effective samples were 438. The SPSS 10.0 for windows was utilized to operate Descriptive Statistics, Independent T-test, One-way ANOVA, and Pearson’s Product-moment Correlation. The important results of this study are listed as follows.
1.Most of the junior high school teachers in Taipei County have high cognition toward risk management of outschool education, especially toward “evaluating the risks of outschool education.” However, the cognition toward “choosing and executing the strategies of risk management” is the lowest of the four stages.
2.There are significant differences in the directions of gender and teaching qualification on the teachers’ cognition toward risk management of outschool education.
3.Most of the junior high school teachers in Taipei County have active attitudes toward risk management of outschool education, especially toward “identifying and analyzing the risks of outschool education.” However, the attitudes toward “evaluating the risks of outschool education” is the most passive of the four stages.
4.There are significant differences in the directions of gender, school scale, whether you have been school administrative personnels, whether you have participated in programming activities of outschool education, whether you have joined workshops about risk management, and teaching years on the teachers’ attitudes toward risk management of outschool education.
5.The relation between the cognition and attitudes of the junior high school teachers toward risk management of outschool education presents positive correlation.
According to the results of this study, some suggestions are listed as follows.
1.For official government organizations of education:
(1)Make sure the notification of school incidents, and the statistics of fatalities should be listed and analyzed.
(2)Compile the case studies of accidents about outschool education.
(3)Integrate the resources of educational and communicational circles related to outschool education.
2.For school administrative units:
(1)Simplify the procedures of notification before proceeding outschool education.
(2)Utilize the resources of other professional fields.
(3)Provide more workshops about risk management.
3.For junior high school teachers:
(1)Put the risk management into practice with positive attitudes.
(2)Enrich the knowledge and abilities of outschool education.
4.For future studies:
(1)About the objects of study: The follow-on researchers can broaden the ranges of objects to other educational stages, other counties, or private schools. The risk management of outschool education toward handicapped students is also an important theme.
(2)About the instruments of study: The researcher compiled the questionnaire of this study with her own efforts. There might be insufficiency about the reliability and validity. A further check about them is necessary.
(3)About the methods of study: The follow-on researchers can combine the questionnaire study with the qualitative study to obtain more details of the theme.
(4)About the themes of study: The risk management of outschool education is involved with a lot of professional fields. This study is just focused on the workable parts in terms of education. We hope there will be more researchers with related profession to devote themselves to the risk management of outschool education.

並列關鍵字

junior high school teacher ； outschool education(outdoor education) ； risk management ； cognition ； attitude

參考文獻

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