| Summary: | 博士 === 國立臺灣師範大學 === 衛生教育研究所 === 90 === The purpose of this study was to realize the present situation and related factors of cognition and stages of concern of ‘ health and physical education area ’ in 1st-9th grades curriculum alignment among elementary school teachers. The method used was mainly quantitative research and partly qualitative research. The elementary school teachers in Taichung were the population, and the samples were selected by using PPS stratified random sampling and purposive sampling. In total, 389 teachers from 17 schools were surveyed and 20 teachers from 10 schools were interviewed in this research.
The research instruments were a self-report survey questionnaire consisting of Innovativeness Scale, Health-Teaching Self-Efficacy Scale, Health-Teaching Stages of Concern Scale and Health-Teaching Cognition Scale, as well as an interview guide. The data collected from the questionnaire were analyzed with statistical methods. The Descriptive Analysis, t-test, One-Way ANOVA, Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis were used to analyze the quantitative data, and the qualitative data were used to prove and interpret the findings.
The major findings were as follows:
1. Over thirty percent of the elementary school teachers in Taichung did not participate in in-service training of ‘ health and physical education area ‘.
2. The elementary school teachers had low health-teaching self-efficacy in the belief that one can evaluate changes in health skills.
3. The elementary school teachers had low health-teaching cognition about environmental protection program, healthy community, accident prevention and physiological changes of every developmental stage.
4. The elementary school teachers had lower concern about health-teaching in 1st-9th grades curriculum alignment.
5. Health-teaching years, educational background, in-service educational hours of health and physical education area, types of school and innovativeness were significant factors related to health-teaching self-efficacy, cognition and concern.
6. Health-teaching self-efficacy was a significant factor related to health-teaching cognition and concern.
7. There was a significant positive relationship between health-teaching cognition and higher level of concern.
Finally, based on the findings of the study, several recommendations for health-teaching, educational administration, teachers themselves and future study were proposed.
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