| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 102 === The purpose of this study was to explore the present status of teaching beliefs and teaching behaviors of disaster prevention education of elementary school teachers in New Taipei City, as well as to compare the differences resulted from background variations and to analyze the relations between teaching beliefs and teaching behaviors in disaster prevention education.
Survey research method was conducted to elementary school teachers in New Taipei City in the 2013 school year. Stratified random sampling was applied and 548 pieces of effective questionnaires were retrieved in this study. In this study, statistical analyses included Descriptive Statistics, Independent Samples t-test, One-Way ANOVA, Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis.
Based on the results of data analysis, the major findings of this study were summarized as follows:
1.Elementary school teachers had positive teaching beliefs in disaster prevention education in average. And the teachers’ teaching belief in “Curriculum and Instruction” had the highest presentation.
2.Elementary school teachers had satisfying teaching behaviors in disaster prevention education in average. And the teachers’ teaching behavior in “Teacher-student Relationship” has the best performance.
3.Elementary school teachers who have taken related workshops or trainings had firmer teaching beliefs in disaster prevention education.
4.Elementary school teachers who had taken related workshops or trainings have more positive teaching behaviors in disaster prevention education.
5.There were high positive correlations between the elementary school teachers’ teaching beliefs and teaching behaviors in disaster prevention education.
6.Elementary school teachers’ teaching beliefs had remarkable predictabilities on teachers’ teaching behaviors in disaster prevention education. And “Teacher-student Relationship” had the greatest predictability.
Finally, conclusions and concrete suggestions were provided as references for educational administrative organizations, school administrative teams, elementary teachers and further researches.
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