國中非健康教育專長教師參與在職進修課程之動機與教學效能之研究

Research on Motivation and Teaching Efficacy of Non-Professional Health Education Junior High School Teacher Participating In-Service Teacher Education

以109學年度全國非健康教育專長授課教師為研究對象，探討國中健康教育科目在職進修課程對非健康教育專長教師教學效能之影響，以了解受過培訓的教師在健康教育教學上是否真的獲得改善。本研究以問卷調查法進行全國普查，以線上問卷方式進行，目標族群為109學年度國中非健康教育專長授課教師，共計1,874人，以SPSS 27版電腦套裝軟體程式進行統計分析，主要為描述性統計及推論性統計。目前學校對非健康教育專長授課教師並非以連續、長期的形式配課，大部分是健康教育科目授課年資3年以下教師，而且以1年的人數最多；國中健康教育科目在職進修課程對於非健康教育專長教師的幫助程度良好，且教師有高度需求；教師在職進修動機中，以獲得「興趣與成就」之動機最高；教師教學效能良好，以「教學氣氛」層面的表現最佳。教師參與在職進修次數與在職進修動機、在職進修課程特色幫助程度、教師教學效能呈現正相關，而影響參與次數之重要關鍵為授課教師應為長期授課者，才能有持續參與進修的機會。結果顯示，在職進修課程對教師而言有需求，故應該持續辦理，教師參與在職進修次數愈多，其整體教學效能的表現愈佳，可幫助教師更能掌握健康教育教學的技巧，進而有更好的教學表現。

The purpose of this study was to exploring the impact of the “in-service education subjects in junior high schools” on the teaching effectiveness of non health education teachers. The formal questionnaire is a census and an online questionnaire to survey. The subjects in the study were all non-professional health education junior high school teacher it’s about 1874 teachers. And the recovery rate was about 55.8%. The results show: (1) The current state of school assignments for non-specialized teachers in health education is not in a continuous and long term form. Most of them are teachers who teach health education for less than three years, and the number of teachers who have health education for one year is the largest; (2) The in-service training courses for health education subjects in middle school are very helpful to teachers who do not specialize in health education, and there is a high demand; (3) The motivation for in-service training is to obtain the highest motivation for “interest and achievement”; (4) The teaching effectiveness is good, with the best performance in terms of “teaching atmosphere”. The number of teachers’ participation in further education is positively correlated with the motivation of in-service, the degree of help with the characteristics of the course, and the teaching effectiveness; The key to affecting the number of participation is that the instructors should be long-term instructors in order to have the opportunity to continue to participate in advanced studies. The more times they participate in on-the-job education, the better their overall teaching effectiveness will be, which will help teachers to master the skills of health education and teaching, and thus have better teaching performance.