台灣地區健康促進學校教職員充能和學校與社區夥伴關係相關因素研究

Factors Associated with Empowerment and School-Community Partnerships of Health Promoting Schools among School Faculties in Taiwan

10.7022/JHPHE.201012.0073

劉潔心(Chieh-Hsing Liu)；晏涵文(Han-Wen Yen)；張麗春(Li-Cheung Chang)

健康促進學校 ； 學校與社區夥伴關係 ； 充能 ； health promoting school ； school-community partnerships ； empowerment

健康促進與衛生教育學報

34期（2010 / 12 / 01）

73 - 92

繁體中文

本研究之目的在探討台灣健康促進學校之教職員的充能特質與社區意識對建立學校與社區夥伴關係的影響。採橫斷面設計，以分層隨機取樣16所健康促進學校（8所國小和8所國中）共計867位教職員。以結構式問卷進行基本資料、學校資料、參與社區情形、充能特質、社區意識與學校社區夥伴關係之資料收集。逐步迴歸分析發現，充能特質之「外在特質」是社區意識與學校社區夥伴關係的重要預測變項，解釋力達50%以上。合併國中國小受測對象結果，影響學校與社區夥伴關係之重要變項為充能特質之外在特質、社區意識之行動向度、研習活動、社區意識之情感向度、充能特質之內在特質(R^2=.66)。國中方面(n=457)，顯著預測變項依序為充能特質之外在特質、社區意識之情感向度、充能動特質之內在特質、社區意識之行動向度、研習活動(R^2=.65)。在國小方面(n=410)，顯著預測變項依序為充能特質之外在特質、社區意識之行動向度、研習活動、充能動力之內在特質(R^2=.68)。本研究發現，充能特質之外在特質和行動與情感之社區意識對學校成員與社區建立夥伴關係上具有重要影響力。建議學校衛生主管機關需挑選具充能特質之教職員來扮演健康促進學校核心推動人員，增能教職員參與社區各項事務與活動以建立社區意識及學校與社區夥伴關係。

The aim of this study was to analyze the relationships between empowerment attributes and sense of community on school-community partnership. This cross-sectional study used probability proportional sampling to recruit 867 participants in sixteen health promoting schools (eight primary schools and 8 junior high schools) in Taiwan. Structured questionnaires were designed to collect data on demographic characteristics, school data, participating community, empowerment attributes, sense of community and school-community partnership. The results of stepwise regression have showed that external attributes of empowerment was the important factor for predicting sense of community and school and community partnerships, accounting for up to 50% variances of these variables. Among the results of total sample, external attributes of empowerment, action sense of community, participating seminar about health promoting school, affection of sense of community and internal attributes of empowerment were significant variables for predicting school-community partnerships (R^2=.66). Among the sample subset who are junior high school members (n=455), external attributes of empowerment, affection sense of community, internal attributes of empowerment, participating seminar about health promoting school and action sense of community were significant variables for predicting school-community partnerships (R^2=.65). Among primary school students (n=407), external attributes of empowerment, action sense of community, participating seminar about health promoting school and internal attributes of empowerment, were significant variables for school-community partnerships (R^2=.68). According the important role of external attributes of empowerment, action and affective sense of community in predicting school-community partnership for conducting a health promoting school program, school managers should select members with empowerment attributes and empower them through participating community affairs or activities to build up sense of community and to establish partnership with community.

1. 李光中、張惠珠、王鑫、黃可欣、王鈴琪、蔡嘉玲(2008)。促進鄉村學校和社區協同規劃社區發展計畫之行動研究：以台東利吉和富源社區為例。環境教育研究，5，89-130。
   連結：
2. The International Union for Health Promotion and Education (IUHPE) (2006). Protocols and Guidelines for Health Promoting Schools Retrieved June 13 2009 from Australian Health Promoting Schools Association http://www.ahpsa.org.au/Guidelines_ for_HPS_26-08-08.pdf
3. WHO (1998). Model charter for a health-promoting school. Revised December 24, 2009. from WHO www.who.int/school_youth_health/media/en/sch_local_action_en.pdf
4. Anderson-Butcher, D., Stetler, E. G.,Midle, T.(2006).A case for expanded school-community partnerships in support of positive youth development.Children & Schools,28(3),155-163.
5. Bryan, J.(2004).School counselors' perceptions of their involvement in school-family-community partnerships.Professional School Counseling,7(3),162-171.
6. Cohen, J.(1988).Statistical power analysis for the behavioral sciences (2Ed.).Hillsdale, NJ:Lawrence Erlbaum Associates, Inc..
7. Cummings, C.,Todd, L , Dyson, A.(2007).Towards extended schools? How education and other professionals understand community-oriented schooling?.Children & Society,21(3),189-200.
8. Galen, H.(2005).Restoring teacher empowerment: A possible antidote for current educational challenges.The Delta Kappa Gamma Bulletin,71(3),31-36.
9. Kleinbaum, D. G.,Kupper, L. L., Muller, K. E.(1988).Applied regression analysis and other multivariable methods (2nd ed.).Boston:Duxbury Press.
10. Peterson, N. A., Reid, R. J.(2003).Path to psychological empowerment in an urban community:sense of community and citizen participation in substance abuse prevention activities.Journal of Community Psychology,31(1),25-38.
11. Rivera, H. H.,Tharp, R. G.(2006).A native American community's involvement and empowerment to guide their children's development in the school setting.Journal of Community Psychology,34(4),435-451.
12. Rogers, E. S,Chamberlin, J.,Ellison, M. L, , Green, T.(1997).A Consumer-Constructed Scale to measure empowerment among users' mental health services.Psychiatry Service,48(3),1042-1047.
13. Scriven, A.,Stiddard, L.(2003).Empowering school: Translating health promotion principles into practice.Health Education,103(2),110-118.
14. Speer, p. W., Hughey, J.(1996).Mechanisms of empowerment psychological process for members of power-based community organizations.Journal of Applied Social Psychology,6,177-187.
15. Spoth, R., Redmond, C.,Shin, C.,Greenberg, M.,Clair, S., Feinberg, M.(2007).Substance-Use Outcomes at 18 Months Past Baseline: The PROSPER Community–University Partnership Trial.American Journal of Preventive Medicine,32(5),395-402.
16. Tahirukaj, A.,Young, I.,McWeeney, G.(2005).A health promoting school approach used to reduce the risk of lead posing and to establish cross-ethnic collaboration.Promotion & Education,12(3/4),138-140.
17. World Health Organization (WHO)(1986).Ottawa Charter for Health Promotion.Geneva:WHO.
18. 王建華(2005)。碩士論文(碩士論文)。台北市，銘傳大學公共事務學研究所。
19. 吳勇龍(2008)。碩士論文(碩士論文)。桃園縣，開南大學公共事務管理學研究所。
20. 吳雯菁(2009)。碩士論文(碩士論文)。台北，台灣師範大學衛生教育與健康促進學系。
21. 林美志(2002)。碩士論文(碩士論文)。台北市，國立陽明大學社區護理研究所。
22. 林聰明(2006)。碩士論文(碩士論文)。台北市，臺北市立教育大學教育行政與評鑑研究所。
23. 高松景(2002)。推展「健康促進學校」，增進「學生健康生活」─以「臺北市立大理高級中學」為例。台灣教育，617，20-27。
24. 曹以好(2008)。碩士論文(碩士論文)。台北縣，輔仁大學教育領導與發展研究所。
25. 莊明達(2004)。碩士論文(碩士論文)。台北市，國立臺灣師範大學社會教育學系。
26. 郭瑞坤、王春勝、陳香利(2007)。居民社區培力與社會資本、社區意識關聯性之研究─以高雄市港口社區為例。公共事務評論，8，97-129。
27. 郭銘洲(2007)。碩士論文(碩士論文)。新竹市，國立新竹教育大學人資處教育行政碩士專班。
28. 陳靜敏、李碧霞、張淑卿、莊瑞菱(2001)。社區健康意識量表之發展與測試。新臺北護理期刊，3(2)，77-87。
29. 曾如敏(2005)。碩士論文(碩士論文)。台北市，國立台灣師範大學衛生教育暨健康促進學系。
30. 楊君菁(2003)。碩士論文(碩士論文)。台北市，國立陽明大學社區護理研究所。
31. 薛曼娜(2003)。碩士論文(碩士論文)。台北市，國立台北護理學院護理研究所。