國民小學正向教育指標的建構與重要性分析

Research on the Construction and Important of Positive Education Indicators in Elementary Schools

本研究主要在建構國民小學正向教育的指標，並了解國民小學正向教育的重要性。本研究所使用的研究方法為德懷術和問卷調查法。首先設計「國民小學正向教育指標德懷術調查問卷」，以臺灣地區11位專家學者為調查對象，實 施德懷術整合各方專家學者的意見，達成共識，以建構出國民小學正向教育層面及其指標。其次，進行預試，以項目分析、信度分析、探索性因素分析、驗證性因素分析，探討指標的 信、效度。指標建構後，探討國民小學正向教育指標的重要性，以臺灣地區國民小學教師為研究的對象，共寄出1,068份問卷，正式施測問卷回收832份，回收率為78%，有效問卷637份，有效問卷率為77%。根據數據的結果，可將結論歸納如下：國民小學正向教育指標包含「 正向情緒」、「正向投入」、「正向意義」、「正向關係」、「正向成就」及「正向健康」六個層面，共計23項指標；國民小 學正向教育指標的建構度良好；國民小學教師知覺正向 教育的重要性，呈中高度發展；而就各個層面分析結果，以「正向關係」最高，「正向投入」最低；就各個指標分析結果，以「本校學生能喜歡來上學」最高，「 本校學生能專注於學習」最低。根據上述的結論提出建議，期能提供實施正向教育的學校參考依據，也讓後續的研究者有可以依循的方向。

In this study, the importance of positive education in primary schools in Taiwan is constructed. The research methods used in Delphi technique and questionnaire. First, the design of the “positive education indicators in elementary school Delphi technique Questionnaire”, with 11 experts and scholars in Taiwan as the object of the survey, the implementation of the integration of the views of experts and scholars, reach a consensus to construct positive education indicators in elementary schools. After the construction of the indicators, the second design of the “positive education indicators questionnaires in elementary”, with Taiwan’s elementary school teachers as the target of the study, sent a total of 1068 questionnaire s, questionnaires recovered 832, 637 valid questionnaires, the effective questionnaire rate of 77%. Then the project analysis, credibility analysis, exploratory factor analysis, validation factor analysis. Based on the results of the data, the conclusion analysis can be summarized as follows：The elementary school positive education indicators contains six levels: “positive Emotions”, “positive engagement”, “positive meaning”, “positive relationships”, “positive accomplishments” and “positive health” with a total of 23 indicators; the construction efficiency of the positive education indicators in elementary school is good; the importance of the positive education of the teachers in the elementary school is developing at a medium height; elementary school teachers perceive the importance of positive education, with “positive relationship” at the highest, and “positive engagement” at lowest; elementary school teachers perceive the importance of positive education, on the various pointer analysis, to “our students can like to come to school” is the highest, and “our students can focus on learning” is the lowest. Based on the above conclusions, suggestions are made for schools that can implement positive education to be referenced, and the direction of the follow-up researchers can be based on.