嘉義市國中小教師消費有機農產品行為意圖與有機教學意願之研究

南華大學機構典藏系統 > 管理學院 > 文化創意事業管理學系 > 博碩士論文-休閒產業碩士班(停招) > Item 987654321/23091

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題名:	嘉義市國中小教師消費有機農產品行為意圖與有機教學意願之研究
其他題名:	A Study on the Behavior Intention of Organic Agriculture Products' Consumption and the Education Willingness of Organic Agriculture to the Elmentary and Junior High School Teachers in Chiayi City
作者:	張淑君 Chang, Shu-Chun
貢獻者:	文化創意事業管理學系休閒產業碩士班陳寶媛 Pao-Yuan Chen
關鍵詞:	食農教育;有機教學;計畫行為理論;有機農業;農夫市集 Education of Organic Agriculture;Theory of planned behavior;Organic Agriculture;food and agriculture education;farmers' market
日期:	2015
上傳時間:	2015-08-24 14:54:09 (UTC+8)
摘要:	有鑑於近年來的食安事件頻傳，國人對有機產品的需求提升，無論有機農田耕種面積的擴大或有機連鎖店及農夫市集雨後春筍般出現，在在都顯示有機農業在現代受到的重視甚於以往。校園方面，部分縣市推動校園有機營養午餐，各縣市也逐一推展「食農教育」，以求拉近孩子與土地的距離、了解從產地到餐桌的食材之旅。有機農業強調「健康」、「環保」、「公平」、「謹慎」四原則，無論對目前的全球環境問題，如全球暖化或對台灣農業、農村或農民問題也提供一個或許可行的解決契機。國中小教師扮演基礎教育推手，亦是有機農產品重要消費者，相關研究亦顯示透過教育可以增進健康飲食、環境保育認識，對提升農業意識亦有正面影響，如若教師本身願意推展有機的概念，讓有機觀念從小養成，則未來有機農業更有發展、擴大的機會。　　本研究旨在探討國中小教師「有機農業認知」程度並以計畫行為理論分析「消費有機農產品行為意圖」及探究國中小教師的「有機教學意願」及其阻礙因素為何；「有機農業認知」及「消費有機農產品行為意圖」這兩個構面是否對「進行有機教學意願」有顯著的影響。研究對象為嘉義市公立國中小教師。研究方法以問卷調查法，透過統計軟體再進行背景資料分析、信度分析、描述性分析、差異性分析及迴歸分析。　　研究結果發現：國中小教師對「有機農業認知」在「環境保育」方面認同度最高。對「消費有機農產品行為意圖」以「知覺行為控制」因素影響最大，國中小教師普遍認為「對有機農產品的了解會影響消費行為」。「有機教學意願」方面，在「意向」上較同意有機教實，但落實意向，「決定」去實行時則意願較低。有機教學阻礙因素以「對有機農業、有機農產品不了解」的比例最高。國中小教師中「女性」、「經常消費有機農產品者」對有機農業認知較高。國小較國中教師在消費有機農產品行為意圖上受「主觀規範」影響；已婚較未婚教師在消費有機農產品行為意圖上受「主觀規範」及「知覺行為控制」影響。國小較國中教師有機教學意願高；經常消費有機農產品教師的有機教學意願較高。國中小教師的「有機農業認知」及「消費有機農產品行為意圖」對「有機教學意願」有顯著正向的影響。「有機農業認知」中尤以「公平關懷」層面認知越高，以及「消費有機農產品行為意圖」中受到「態度」因素影響越大，則越能提高有機教學意願。　　研究建議為安排教師參與「有機農業」相關研習以提升有機農業認知；將「有機農業」、「食農教育」結合，融入學校環境教育課程；利用社團或採寒暑假營隊方式實關有機農業教學；於國小推行「有機農業教學」、「食農教育」會較國中容易。　　Given the frequent events of food safety in recent years, nationals have increasing demands for organic products, which has led to the expansion of organic farming or continuous appearances of organic chain stores and farmers’ markets. This shows that nowadays people have paid more attention to organic agriculture than before. As for schools, some cities or counties have promoted organic lunch meals in schools, and all cities and counties have gradually developed “food and agriculture education” in order to help children become familiar with land and understand the process of food ingredients from places of origin to tables. Organic agriculture emphasizes “health”, “ecology”, “fairness”, and “care” and provides one or many feasible solutions to the current issues of global environment, such as global warming, or for agriculture, rural areas, or farmers. In elementary schools and junior high schools, teachers are the drivers of fundamental education as well as important consumers of organic agriculture products. Related researches have also indicated that education can improve health and diet as well as understanding of environmental conservation, which brings a positive influence on improvement in agricultural awareness. If teachers are willing to promote the concept of organic agriculture and help children cultivate an organic concept, organic agriculture will be developed and expanded in the future. 　　The study aimed to discuss the elementary school and junior high school teachers’ degree of “perception of organic agriculture”, analyze the “behavior intention of organic agriculture products’ consumption” through theory of planned behavior, and explore the elementary school and junior high school teachers’ “education willingness of organic agriculture” and factors of obstruction, and whether “perception of organic products” and “behavior intention of organic agriculture products’ consumption” have significant influence on the “implementation of education willingness of organic agriculture”. The study targeted elementary school and junior high school teachers in Chiayi City. The study adopted the questionnaire survey and carried out background data analysis, reliability analysis, descriptive analysis, ANOVA and regression through statistic software. 　　The result showed that the elementary school and junior high school teachers agreed on the “perception of organic agriculture” most in the aspect of “environmental conservation”. The “perceived behavioral control” had the greatest influence on the “behavior intention of organic agriculture products’ consumption”. The elementary school and junior high school teachers generally considered that “the understanding of organic agriculture products will affect consumer behaviors”. In the aspect of “education willingness of organic agriculture”, teachers agreed on organic education in terms of “willingness”; however, the willingness to “determine” to implement organic education was lower. Regarding the factors of obstruction, “less understanding of organic agriculture and organic agriculture products” accounted for the highest percentage. In the category of “females” and “frequent consumers of organic agriculture products”, the elementary school and junior high school teachers had higher perception of organic agriculture. Behavior intention of organic agriculture products’ consumption affected the elementary school teachers more than the junior high school teachers; in the aspect of “behavior intention of organic agriculture products’ consumption”, married teachers were influenced by “subject norm” and “perceived behavioral control” more than single teachers. The elementary school teachers had higher education willingness of organic agriculture than the junior high school teachers; teachers as frequent consumers of organic agriculture products had higher education willingness of organic agriculture. The elementary school and junior high school teachers’ “perception of organic agriculture” and “behavior intention of organic agriculture products’ consumption” had a significantly positive influence on “education willingness of organic agriculture”. In the “perception of organic agriculture”, the perception of “fair care” was higher than other perceptions. In addition, the greater influence of “attitude” on “behavior intention of organic agriculture products’ consumption”, the higher education willingness of organic agriculture. 　　The study suggested that “organic agriculture” related training should be arranged for teachers to participate in and improve their perception of organic agriculture; further, teachers could integrate “organic agriculture” and “food and agriculture education” with environmental education courses in schools; teachers could also teach organic agriculture through clubs or summer and winter camps; “organic agriculture” and “food and agriculture education” were easier to be implemented in elementary schools than in junior high schools.
顯示於類別:	[文化創意事業管理學系] 博碩士論文-休閒產業碩士班(停招)

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