The teacher’s current instructional setting of secondary schools of CHM is as follows: (A)
Teaching and current situation of courses related to precautions against natural calamities. (B)
Teaching and assessment on natural calamity precaution. (C) Professional development
opportunities.
A. Teaching and current situation of courses related to precautions against natural calamities
Nearly 36.4 percent of schools? offer less than 17 classes (small) (relates to the size of
schools) as shown in Table 23. Nearly 47.1% of secondary school CHM teachers reported that they
“Do not know” the implementation of the state of readiness planning that takes precautions against
natural calamities and the planning of precautions that are practiced at their school; 19.0% of
participants, take precautions against natural calamities and drill one in a while, and 17.4% of
participants report that there is a plan for taking precautions against natural calamities, but it is not
practical to drill. Nearly 40 Percent of the schools schools report that: “Every Chief of the
Office/Department Chairman” participates in taking precautions against natural calamities and drill,
and 36% schools have the school principal participate, too. Nearly 46.3% of CHM teachers thought
reported that there were “relevant teaching materials [available], but they are not sufficiently
distributed” in the natural calamity precaution materials (apparatus, equipment, and materials) are
distributed sufficiently (evenly) or equitably. 56.2% of secondary school CHM teachers report
that there are multimedia resources are available, but they are not very sufficient for use each each
semester, and nearly 39.7 % CHM teachers use 1-2 times each semester, and 57.9% none used it.
Nearly 1 in 2 CHM teachers responded that “I have heard of this” about “Campus Security Report
Center”, and “Its function [is] not clear” in understanding the rescue system while facing calamity
in Taiwan. Eighty-two percent of CHM teachers thought that the “Practical exam” section of
examinations was the most suitable for understanding the result of the calamity precaution teaching
curriculum and courses. Nearly 86 percentages of CHM teachers responded “None” regarding time
spent on professional development in CHM related topics in the last 3 years, 12.4 % of participants
regarding time spent 18-36 hours participating in professional development.
Table 23. Characteristics of the Teaching and Current situation of the Course related to Precautions against natural calamities in Secondary schools. (n=121)
Number of Teachers Percent of Teachers Total amounts of classes in the school (This
relates to the size of your school.) 17 classes Implementation of the state of readiness
planning that takes precautions against natural calamities and the planning of precautions that are practiced at your school?
There is not a climatic hazard mitigation plan at my school
I do not know the plan for taking precautions against natural calamities.
14
57
11.6
47.1
Number of Teachers Percent of Teachers There is plan for taking precautions against
natural calamities, but it is not practical to drill or practice.
We take precautions against natural calamities and drill once in a while.
We take precautions against natural calamities and drill regularly.
Who are the relevant personnel in your school who participate in the “taking precautions against natural calamities” drill and practice?
School principal
Every Chief of the Office/Department Chairman Drillmaster
Every field (Discipline) Teacher/Convener School nurse In teaching, do you think that natural calamity
precaution materials (apparatus, equipment, and materials) are distributed sufficiently (evenly) or equitably?
There are no relevant teaching materials available for distribution.
Relevant teaching materials are very scarce, so are not distributed sufficiently.
There are relevant teaching materials, but they are not sufficiently distributed.
There are relevant teaching materials, but no time to use them.
The teaching materials are sufficiently distributed.
Do you think the multimedia teaching appliances sufficient?
There are no relevant multimedia resources available.
Multimedia resources are very scarce
Multimedia resources are available, but they are
10
Number of Teachers Percent of Teachers not very sufficient.
Multimedia resources are available, and they are just fine.
Multimedia resources are available, and very sufficient
15
1
12.4
0.8
How often do you use the above-mentioned multimedia resources and equipment each semester? How much do you understand the operation of
“Campus Security Report Center”?
Have never heard of this
Have heard of this, but its function not clear have heard of it, and probably understand its
function
have heard of it, and understand its function very well
How much do you understand the rescue system while facing calamity in our country?
I do not understand the rescue system I am not very clear about the rescue system I probably understand the rescue system I understand the rescue system very well
17 Which type of assessment do you think is the
most suitable for understanding the result of the calamity precaution teaching curriculum and courses?
Traditional paper and pencil testing (multiple choice)
Written report (long answer)
Divide into groups and do a group report Practical exam
Number of Teachers Percent of Teachers What is the total amount of time you have spent
on professional development in CHM related topics in the last 3 years?
None
B. Teaching and assessment on natural calamity precaution
As mentioned in the previous chapter, options were categorized on a Likert scale that ranged
from 1-“strongly disagree” to 5- “strongly agree”. Results of the part of questionnaire are tabulated
in Table 24, and contain the total number of responses obtained from secondary school CHM
teachers. The “Teaching and assessment on natural calamity precaution” (translated from Chinese
to English) is as follows:
19. Knowledge relating to typhoon and floods should be listed in the precaution course curriculum in high schools.
20. The CHM curriculum provides a strong content knowledge base for the courses in my school.
21. I think that the CHM skills-related courses are very sufficient in providing a practical knowledge of what to do during a natural calamity.
22. I think that courses related to the CHM attitudes are very sufficiently developed in the school.
23. I often have opportunities to share the knowledge about taking precautions against natural calamities like typhoon and floods with students in the classroom.
24. I think that while having classes on the teaching activity, the CAI of multimedia teaching is the most efficient method.
25. I always use the traditional way of lecturing (I-teach-and-students-listen) to teach about taking precautions against natural calamities.
26. I often try to train students to cultivate a positive attitude toward typhoon and floods precaution in the class.
27. I have not taught anything (to students) that is related to typhoon and flood rescuing techniques.
28. I have divided my students into groups and given them opportunities to drill and practice different rescue techniques for natural calamity precaution.
29. I think the idea of teaching precautions for natural calamities should be assessed at the same time the instructor normally does assessments.
Table 24. Summary of Teaching and Assessment on Natural calamity precaution of Secondary school teachers (n=121).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
19 2(1.7) 1(0.8) 9(7.4) 59(48.8) 50(41.3) 4.27
20 12(9.9) 48(39.7) 52(43.0) 9(7.4) 0(0.0) 2.48
21 27(22.3) 64(52.9) 28(23.1) 1(0.8) 1(0.8) 2.05
22 13(10.7) 44(36.4) 50(41.3) 13(10.7) 1(0.8) 2.55
23 2(1.7) 6(5.0) 43(35.5) 53(43.8) 17(14.0) 3.64
24 1(0.8) 10(8.3) 25(20.7) 67(55.4) 18(14.9) 3.75
25 1(0.8) 3(2.5) 28(23.1) 76(62.8) 13(10.7) 3.80
26 0(0.0) 6(5.0) 43(35.5) 59(48.8) 13(10.7) 3.65
*27 49(40.5) 50(41.3) 12(9.9) 7(5.8) 3(2.5) 1.88
28 39(32.2) 61(50.4) 16(13.2) 2(1.7) 3(2.5) 1.92
29 3(2.5) 8(6.6) 44(36.4) 50(41.3) 16(13.2) 3.56
* Item stated in reverse manner
Table 24 includes secondary school teachers’ responses on the “Teaching and assessment on
natural calamity precaution” part of the questionnaire. For questions 20, 21, and 22, “The CHM
curriculum provides a strong content knowledge base for the courses in my school.”; “I think that
the CHM skills-related courses are very sufficient in providing a practical knowledge of what to do
during a natural calamity.”; and “I think that courses related to the CHM attitudes are very
sufficiently developed in the school.“; 49.6%, 75.2%, and 47.1% of teachers had a negative??
perception toward the CHM knowledge, skills, and attitudes is very much provided in prevention
courses; only 7.4%, 1.6%, and 11.5% of teachers thought that much was covered? in the courses in
the school. So, nearly 90.1% of secondary school teachers agreed with the statement: “Knowledge
relating to typhoon and floods should be listed in the precaution course curriculum in high
schools”(none of the teachers disagreed to question 19).
For question 24, nearly 70.3% of teachers thought that CAI of multimedia teaching is the most
efficient method on CHM courses in class; but 9.1% of teachers did not agree. On limited to
multimedia teaching appliances being not very sufficient, 73.5% of teachers reported that they
always use the traditional way of lecturing (I-teach-and-students-listen) to teach about taking
precautions against natural calamities; but 3.3% of teachers did not lecture (question 25). For
question 26, near 59.5% of teachers often try to train students to cultivate a positive attitude toward
typhoon and flood precautions in class; but 5% of teachers did not try to cultivate positive
attitudes in students during the course.
For question 27, “I have not taught anything (to students) that is related to typhoon and flood
rescuing techniques”, by disagreeing with the question, 81.8% of teachers reported that they taught
anything related typhoon and floods rescuing techniques as opposed to 8.3% of teachers who agreed
with question twenty-seven, and do not teach anything related to rescue techniques for floods and
typhoons. Responses form question 28, “I have divided my students into groups and given them
opportunities to drill and practice different rescue techniques for natural calamity precaution”, show
that 82.6% of teachers disagree, and do divide their students into groups while giving them
opportunities to practice and drill rescues techniques for natural calamity precaution; only 4.2% of
teachers thought they ever do it. Nearly half of teachers thought the idea of teaching precautions for
natural calamities should be assessed at the same time the instructor normally does assessments, and
9.1% of teachers had negative responses (question 29).
C. Professional development opportunities
As mentioned in the previous chapter, options were categorized on a Likert scale that ranged
from 1-“strongly disagree” to 5- “strongly agree”. Results of the part of questionnaire are tabulated
in Table 25, and contain total responses obtained from secondary school CHM teachers. The
“Professional development opportunities” (translated from Chinese to English) is as follows:
30. I often hear that the government holds meetings about precautions against natural calamities such as typhoons and floods.
31. If there is one meeting related with taking precautions against natural calamities (like typhoons and floods) I will voluntarily participate.
32. I have many discussions with other teachers on issues like taking precautions against natural calamities
33. For me, meetings or seminars held by the government or school are really helpful in my career of teaching and my professional development.
34. I think that the government or the school should hold regular meetings about taking precautions against natural calamities (such as typhoons and floods).
Table 25. Summary of Professional development opportunities of Secondary school teachers (n=121).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
30 15(12.4) 46(38.0) 35(28.9) 22(18.2) 3(2.5) 2.60
31 2(1.7) 10(8.3) 64(52.9) 37(30.6) 8(6.6) 3.32
32 11(9.1) 38(31.4) 64(52.9) 8(6.6) 0(0.0) 2.57
33 7(5.8) 16(13.2) 46(38.0) 43(35.5) 9(7.4) 3.26
34 2(1.7) 3(2.5) 36(29.8) 58(47.9) 22(18.2) 3.79
Responses from question 30, “I often hear that the government holds meetings about
precautions against natural calamities such as typhoons and floods.”, show that half percentages of
teachers have not heard that the government holds meetings about taking precautions against natural
calamities such as typhoons and floods more than have heard about governmental meetings (50.4%
vs. 21.7%) as shown in Table 25. There are 37.2% of teachers will attend meetings related to taking
precautions against natural calamities (like typhoons and floods) and they will voluntarily
participate., and 10% of teachers had negative responses to question 31, and will not voluntarily
participate. . For question 32, 6.6% of teachers were discussions with other teachers on issues like
taking precautions against natural calamities, but 40.5% of teachers were not. There are 42.9% of
teachers thought that the meetings or seminars held by the government or school are really helpful
in my career of teaching and my professional development., but 19% of teachers are not (question
33). Roughly 66.1% of primary school CHM teachers thought that the government or the school
should hold regular meetings about taking precautions against natural calamities (such as typhoons
and floods), and none teacher negative responses (question 34).