A Study on Teachers’ Food Teaching Intervention in Junior High School in Northern Taiwan Municipalities

• Main Authors: Yan, Ling-Fang, 顏翎芳
• Other Authors: 黃乃熒
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/q4tay9

碩士 === 國立臺灣師範大學 === 教育政策與行政研究所 === 106 === 　This study aims to investigate the current situation of junior high school teachers’ teaching invention in food education, to analyze the food teaching intervention mainly from the dimensions of food teaching attitude, food teaching knowledge and food teaching commitment as three variables, to explore the relationship respectively among them, to analyze the differences with different backgrounds, and food teaching attitude and food teaching knowledge as potential predictors of food teaching commitment. 　In order to achieve the purpose of the study, the method adopted for this study was questionnaire survey. Based on the results drawn from the literature review, a questionnaire named “The Questionnaire of Junior High School Teachers’ Food Teaching Intervention” was developed. The subjects of this study are public junior high school teachers in Taipei City, New Taipei City and Taoyuan City in northern Taiwan. The 748 subjects are randomly sampled from 59 junior high schools in above Taiwan’s three municipalities, 652 effective questionnaires were collected, and the effective return-ratio is about 87.17%. Further, the data were analyze by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation, and multiple regression. The conclusions of this study are as follows, 1. The current situation of junior high school teachers’ food teaching intervention including food teaching attitude, knowledge and commitment is generally good. 2. Female teachers’ food teaching attitude is better than males’. 3. Teachers with food teaching experiences, their food teaching invention is significantly better than those without food teaching experiences. 4. Teachers with school food education policy, their food teaching intervention is significantly better than those without food education policy. 5. Teachers’ food teaching knowledge level in three fields of Health and Physical, Science and Technology and Integrative Activities Education is significantly better than other fields. 6.Teachers with higher seniority service have shown more cohesion commitment for food teaching. 7. Teachers’ food teaching commitment level in two fields of Health and Physical and Integrative Activities Education is significantly better than math and society fields. 8. Teachers’ food teaching attitude and food teaching knowledge were moderately positive correlated; the food teaching attitude and food teaching commitment were moderately positive correlated, and the food teaching knowledge and food teaching commitment were highly positive correlated. 9. The “environment awareness” and “food awareness” in food teaching attitudes are most functional to induce food teaching commitment. 10. The “teacher profession knowledge”, “classroom management knowledge” and “academic and research knowledge” in food teaching knowledge are most functional to prompt food teaching commitment. According to the findings to the study, some suggestions were offered to education administration authorities, junior highs schools, junior high school teachers and further researches respectively.