台灣地區國小實施健康促進學校現況之研究
Implementation of health-promoting Schools in the
Elementary School in Taiwan
黃淑貞(Sheu-Jen Huang);徐美玲(Meei-Ling Shyu);莊苹(Peing Chuang);姜逸群
(I-Chyun Chiang);陳曉玟(Hsiao-Wen Chen);邱雅莉(Ya-Li Chiu)
摘要
本研究主要目的是瞭解目前台灣地區國小健康促進學校推動的現況以及學校衛
生行政人員實際執行的情形。研究者以台北市、高雄市、台灣省以及金馬地區全
體國民小學之各校衛生組長及教師為研究對象。依照都下化程度及各區大、中、
小型學校所佔教師比率，估算出各該地區需抽出之學校數，實際共抽出 83 所學
校，衛生組長發出問卷後有效回收 67 份，回收率 80.7%；教師部分有效回收 1264
份，回收率 71.0%。研究者並以方便取樣抽取 18 位衛生組長做深度訪談。研究
結果發現，各校執行衛生政策、健康服務、健康教育課程及活動、物質環境、精
神環境、及社區關係等六大項工作內容，雖有部分的基礎，但學校本位的衛生教
育工作均有待加強。各校推動健康促進工作，仍以教育部等上級單位的政策為依
歸，由上而下完成交辦事項，對於健康促進學校這個名詞並不熟悉，被動而無真
正觀念的落實與延續，因而無法掌握健康促進的核心精神，仍有許多努力的空
間。都市化程度並不影響學校推動健康促進工作，但是學校規模卻有影響，中型
學校表現最好。學校相當重視實施學生的健康活動，但對教職員工的健康活動實
施工作重視度最低。學校本身會提供校園場地及舉辦活動供民眾使用，惟教師參
與社區活動可再增強。學校對於菸、毒及暴力防制均極為重視。研究建議：
（一）
相關單位提供足夠的教育與衛生工作資源，加強健康促進工作內容及策略的宣
導；
（二）學校就健康促進學校的六大範疇工作，全面回顧與檢討。
（三）結合學
校及社區資源，共同推動健康計畫。
Abstract
The purpose of this study was to investigate the status quo of implementing health promotion schools and how the health administrators played the role at present. The sample was
selected from the health administrators who were in the elementary school in Taiwan. Sixty-three of the health administrators completed the self-administered questionnaire and comprised the response rate as 80.7%. Twelve hundred and sixty-four teachers completed the
teacher questionnaire and comprised the response rate as 71.0%. Besides, the researcher used the in-depth interview to collect more data from health administrators. Major findings of
health services, health teaching, physical environment, social environment, and community relationships. Middle-sized schools were best implementing health-promoting school. Most schools implemented health-promoting schools based on policies of governmental health agencies and education agencies. The health administrators at elementary schools didn't have a clear concept of health-promoting school and implementing the health-related programs in a fragmented way. The schools regarded the students' health activities as one of the highest priorities. By contrast, the schools paid less attention to improve the health of teachers and
staff. Based on the results, the authors suggested: (1) Health agencies and education agencies should provide adequate resources to advocate and strengthen strategies and tasks
of health promoting schools including training and empowerment. (2) The schools should review and evaluate all health-related activities going on at present and develop a school-based strategies and plan of their own. (3) Resources from schools and surrounding
