CHAPTER IV
RESEARCH RESULTS Overview
The main purpose of this study was to explore teachers' knowledge and attitudes on climatic
hazard mitigation in Taiwan. In addition, both the teacher’s background information and
instructional settings were also documented. Three research questions directed and guided this
study:
1. What is the current status of primary and secondary school teachers’ background and
instructional settings in Taiwan?
2. How different are CHM attitudes between primary and secondary school teachers in
Taiwan?
3. How different is CHM knowledge between primary and secondary school teachers in
Taiwan?
This chapter reports results of the data analysis and illustrates the characteristics of teachers’
personal information, current instructional settings, attitudes toward CHM and CHM knowledge
scores, exploration of teachers’ knowledge and attitudes on CHM. Some clarification is also
provided with the results of the investigations.
Results
The results of the study are presented as following:
1. The personal and demographic information of primary and secondary school CHM
teachers in Taiwan.
2. The current instructional setting of primary and secondary schools of CHM in Taiwan.
3. The CHM attitudes among primary and secondary school CHM teachers in Taiwan.
4. The CHM knowledge of primary and secondary school CHM teachers in Taiwan.
5. How different are CHM attitudes and CHM knowledge between primary and secondary
school CHM teachers in Taiwan?
Results of Investigation I:
The personal information of primary and secondary school CHM teachers
Nearly 60 percent of all primary and secondary school CHM teachers in Taiwan are female, as
shown in Table 6. Nearly three-quarters have a Master’s degree. With about 41 percent of the
primary and secondary school CHM teachers are 31-40 years old, and roughly 20 percent less
than the age of 30. This suggests that many teachers will have retired in the past 10 years. Nearly
three-quarters have graduated from the Department of Earth Sciences. Nearly half of the teachers
participated in in service programs over the last 10 years. Nearly three-quarters were primary
and secondary school CHM teachers in this study.
Table 6. Characteristics of the Primary and Secondary school CHM teaching Force (n=183) Number of Teachers Percent of Teachers Sex
Female Male
110 73
60.1 39.9 Age
30 years
≦
31-40 years 41-50 years 51+ years
38 85 45 15
20.8 46.4 24.6 8.2 Experience
0-3 years 4-10 years 11-20 years 21+ years
23 75 60 25
12.6 41.0 32.8 13.7 Graduate from the department
Biology Chemistry Earth sciences Physics Other
10 23 50 33 67
5.5 12.6 27.3 18.0 36.6 Teaching Stage
Primary school Secondary school
62 121
33.9 66.1 Master’s Degree
Yes No
54(include 1 Ph.D.) 129
29.5 70.5
Results of Investigation II:
The current instructional setting of primary and secondary schools of CHM
The teacher’s current instructional setting of primary and secondary schools of CHM follows:
(A) Teaching and current description of courses related to precautions against natural calamities.
(B) Teaching and assessment on natural calamity precaution in schools. (C) Professional
development opportunities provided to teachers within the schools
A. Teaching and current situation of courses related to precautions against natural calamities
Nearly 40 percent of schools offer less than 17 classes, which are designated as “small”
schools, for the purpose of this study (small) (relates to the size of schools) as shown in Table 7.
Nearly half of all school CHM teachers reported that they “Do not know” or replied “No” regarding
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. Nearly 80 Percent of
the schools reported that the “School principal” and/or “Every Chief of the Office/Department
Chairman” participates in taking precautions against natural calamities and drill. Nearly half of all
CHM teachers thought that “Relevant teaching materials are very scarce, so are not distributed
sufficiently” in the natural calamity precaution materials that are available (apparatus, equipment,
and materials) are distributed sufficiently (evenly) or equitably. Half CHM teachers responded
“NO” regarding the above-mentioned multimedia resources and equipment each semester, and
nearly 40 percent of all CHM teachers used the materials 1-2 times each semester. 1 in 2 CHM
teachers responded that “I have heard of this” about “Campus Security Report Center”, and “Its
function [is not] not clears” in understanding the rescue system while facing a natural calamity in
Taiwan. Eighty-four percent of all CHM teachers thought that the “Practical exam” portion of the
examination was the most suitable for understanding the result of the calamity precaution teaching
curriculum and courses. Roughly 80 percent CHM teachers responded “None” regarding time spent
on professional development in CHM related topics in the last 3 years.
Table 7. Characteristics of the Teaching and Current situation of the Course related to Precautions against natural calamities in Primary and Secondary school (n=183)
Number of Teachers Percent of Teachers Total amounts of courses offered within the
school curriculum (This relates to the size of your school.)
<17 classes
≦ (Small)
18-35 classes (Medium) 36-53 classes (Large)
>54 classes
≧ (Very Large)
76 40 37 30
41.5 21.9 20.2 16.4
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.
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.
21
74
37
36
15
11.5
40.4
20.2
19.7
8.2
Number of Teachers Percent of Teachers 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
Fire station
70 90 14 23 1 1
35.2 45.2 7.0 11.6
0.5 0.5 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.
27
45
79
29
3
14.8
24.6
43.2
15.8
1.6
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 not very sufficient.
Multimedia resources are available, and they are just fine.
Multimedia resources are available, and very sufficient
15
39 105
23
1
8.2
21.3 57.4
12.6
0.5
Number of Teachers Percent of Teachers How often do you use the above-mentioned
multimedia resources and equipment each semester?
None 1~2 times 3~5 times 5+ times
95 80 5 3
51.9 43.7 2.7 1.6 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
58 95 28
2
31.7 51.9 15.3
1.1
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
24 123
36 0
13.1 67.2 19.7 0.0 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
Other
4
1 23 154
1
2.2
0.5 12.6 84.2 0.5 What is the total amount of time you have spent
on professional development in CHM related topics in the last 3 years?
None 17 hours
≦
152 29
83.1 15.8
Number of Teachers Percent of Teachers 18-36 hours
37-54 hours
≧55 hours
1 1 0
0.5 0.5 0.0
B. Teaching and assessment on natural calamity precaution
As mentioned in the previous chapter, options were categorized on a scale that ranged from
1-“strongly disagree” to 5- “strongly agree”. Results of this section of the questionnaire are
tabulated in Table 8, and contain responses obtained from all CHM teachers. The “Teaching and
assessment on natural calamity precaution” prompts (translated from Chinese to English) that were
ranked on a Likert scale of 1-5 as discussed above, 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 8. Summary of Teaching and Assessment on Natural calamity precaution of Primary and Secondary school teachers (n=183)
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
19 2(1.1) 1(0.5) 11(6.0) 97(53.0) 72(39.3) 4.29
20 16(8.7) 73(39.9) 79(43.2) 15(8.2) 0(0.0) 2.51
21 33(18) 98(53.6) 48(26.2) 3(1.6) 1(0.5) 2.13
22 17(9.3) 67(36.6) 73(39.9) 25(13.7) 1(0.5) 2.60 23 2(1.1) 13(7.1) 64(35.0) 84(45.9) 20(10.9) 3.58 24 1(0.5) 12(6.6) 42(23.0) 104(56.8) 24(13.1) 3.75
25 2(1.1) 8(4.4) 53(29.0) 104(56.8) 16(8.7) 3.68
26 0(0.0) 11(6.0) 60(32.8) 92(50.3) 20(10.9) 3.66
*27 72(39.3) 80(43.7) 14(7.7) 13(7.1) 4(2.2) 1.89 28 50(27.3) 88(48.1) 31(16.9) 11(6.0) 3(1.6) 2.07 29 5(2.7) 14(7.7) 65(35.5) 78(42.6) 21(11.5) 3.52
* Item stated in reverse manner
Table 8 includes primary and secondary school teachers’ responses to the “Teaching and
assessment on natural calamity precaution” section of the survey. 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.“; 48.6%, 71.6%, and 45.6% respectively,of teachers had a
negative perception toward the CHM knowledge, skills, and attitudes that is provided within the
courses provided within the curriculum of the school; only 8.2%, 2.1%, and 14.2% of teachers
thought that much courses in the school (held positive attituces?). However, nearly 92% of teachers
agreed with the statement: “Knowledge relating to typhoon and floods should be listed in the
precaution course curriculum in high schools”; with only 1.6% of teachers in disagreement
(question 19).
For question 24, nearly 70% of teachers responding to the survey thought that the CAI of
multimedia teaching was the most efficient method on CHM courses in class; but 7.1% of teachers
did not agree. Pertaining to question 25, which is limited to multimedia teaching appliances that
are not very sufficient, 65.5% of teachers reported that they always used the traditional way of
lecturing (I-teach-and-students-listen) to teach about taking precautions against natural calamities;
but 5.5% of teachers reported that they did not use the traditional lecture style of teaching.. For
question 26, nearly 61% of teachers reported that they often tried to train students to cultivate a
positive attitude toward typhoon and floods precautions in the class; and 6% of teachers reported
that they did not attempt to train students to cultivate a positive attitude toward taking precautions. .
For question 27, “I have not taught anything (to students) that is related to typhoon and flood
rescuing techniques”, 83% of teachers reported that they did not teach anything related typhoon
and floods rescuing techniques as opposed to 9.3% of teachers who disagreed with question
twenty-seven, indicating that they do teach rescuing techniques in some form. 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 75.4% of teachers
disagree, and have not divided their students into groups nor have they given their students
opportunities to drill and practice any rescue techniques designed for natural calamity precautions;
only 7.6% of teachers reported that hey ever divide their students into groups to practice drills..
Nearly half of the responding teachers thought that the idea of teaching precautions for natural
calamities should be assessed at the same time the instructor normally does assessments, and 10.4%
of teachers had negative responses to question 29).
C. Professional development opportunities
As mentioned in the previous chapter, options were categorized on a scale that ranged from
1-“strongly disagree” to 5- “strongly agree”. Results of this part of the questionnaire are tabulated in
Table 9, and contain the responses obtained from all CHM teachers. The prompts for this section
pertain to: The “Professional development opportunities” offered, as translated from Chinese to
English,:
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 9. Summary of Professional development opportunities of primary and secondary school teachers (n=183)
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
30 20(10.9) 62(33.9) 59(32.2) 39(21.3) 3(1.6) 2.69
31 7(3.8) 12(6.6) 97(53.0) 55(30.1) 12(6.6) 3.29
32 15(8.2) 57(31.1) 91(49.7) 20(10.9) 0(0.0) 2.63
33 7(3.8) 18(9.8) 69(37.7) 74(40.4) 15(8.2) 3.39
34 2(1.1) 3(1.6) 52(28.4) 94(51.4) 32(17.5) 3.83
Responses from question 30, “I often hear that the government holds meetings about
precautions against natural calamities such as typhoons and floods.”, show that 22.9 percent of
teachers have heard that the government holds meetings about precautions against natural calamities
such as typhoons and floods. This is less than those who disagree , and report that they have not
heard that the government holds meetings about precautions against natural calamities, which are,
specifically, 22.9% vs. 44.8% as shown in Table 9. There are 38% of teachers who indicate that
they are willing to attend meetings that pertain to taking precautions against natural calamities (like
typhoons and floods)., and 11.4% of teachers had negative responses (question 31). For question 32,
39% of teachers reported having discussions with other teachers on issues like taking precautions
against natural calamities, but 11% of teachers were not holding discussions. There are 49% of
teachers who thought that the meetings or seminars held by the government or school were really
helpful in their career of teaching and in their professional development;however,14% of teachers
did not report the meetings or seminars helpful (question 33). Roughly 7 in 10 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 3% of teachers disagreed (question
34).
Results of Investigation III:
The attitudes toward CHM in primary and secondary school CHM teachers in Taiwan
As mentioned in the previous chapter, options were categorized on a Likert scale that ranged
from 1-“strongly disagree” to 5- “strongly agree”.
Table 10. Summary of Attitude toward CHM (n=183)
Subscales Mean SD Total Range Percentage
Attitude toward CHM 65.19 6.03 80 49-80 81.49
As shown in Table 10, the mean value of attitudes toward CHM was 65.19 (SD = 6.03??) out
of a total score of 80 and the percentage of appropriate attitudes was 81.49%, representing that the
primary and secondary school CHM teachers participating in the current study hold generally
positive attitudes toward CHM. It is noted that experts in Taiwan set a baseline of 60% for an
acceptable performance on the inventory in consideration of CHM topics that are lacking in formal
education in Taiwan.
Results of this section of the questionnaire are tabulated in Table 11, and contain the total
responses obtained from all CHM teachers. The “CHM attitudes toward CHM” (as translated from
Chinese to English) is as follows:
35. Leaning CHM practical skills is more important than learning content knowledge of CHM.
36. The students in high schools and elementary schools should strengthen the ability to help themselves in order to increase the probability of surviving in disasters that are caused by typhoons and floods.
37. The implementation of a national CHM-related curriculum and CHM-instruction would mitigate the hazards and help reduce the damage to human life during a natural calamity (such as typhoons and floods).
38. Taking precautions designed to reduce damage during natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities caused by typhoons and floods is to have frequent drill and practice of CHM-related skills.
39. It is the government’s job to take care of the issue of CHM; students do not need participate or understand CHM procedures or skills.
40. I will carefully read the content of a typhoon warning before a typhoon hits Taiwan.
41. When a typhoon threatens, I will take the opportunity to lead my students to practice and understand the CHM-related skills and issues.
42. The drill and practice of typhoon prevention activities doesn’t help reduce calamity while facing a real disaster.
43. I usually follow the guidelines proposed by the disaster-prevention-related institutes that are designed to reduce and prevent damages caused by typhoons.
44. A typhoon is always a hazard on almost any occasion.
45. Natural calamities are always natural phenomena. (There are never “non-natural phenomena.”)
46. Appropriate precautionary measures can effectively reduce the degree of destruction of natural calamities.
47. It is the administration’s responsibility to take precautions by designing procedures for natural disasters. The teacher only needs to cooperate and act (follow the procedures).
48. Only when we respect and cooperate with the calamity prevention center can we effectively minimize damage as we evacuate.
49. Even with highly developed technology, we can’t stop the occurrences of natural disasters or natural hazards.
50. We should voluntarily participate in drafting a plan for our school for the reduction and prevention of calamity during a natural disaster.
Table 11. Summary of Primary and Secondary school Teachers’ Perceptions of CHM (n=183).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
35 3(1.6) 28(15.3) 43(23.5) 80(43.7) 29(15.8) 3.57
36 0(0.0) 0(0.0) 13(7.1) 117(63.9) 53(29.0) 4.22
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
37 1(0.5) 0(0.0) 7(3.8) 108(59.0) 67(36.6) 4.31
38 0(0.0) 0(0.0) 6(3.3) 89(48.6) 88(48.1) 4.45
*39 88(48.1) 88(48.1) 3(1.6) 4(2.2) 0(0.0) 1.58
40 2(1.1) 2(1.1) 33(18) 82(44.8) 64(35.0) 4.11
41 1(0.5) 1(0.5) 18(9.8) 104(56.8) 59(32.2) 4.20
*42 27(14.8) 107(58.5) 36(19.7) 12(6.6) 1(0.5) 2.20
43 0(0.0) 5(2.7) 44(24.0) 108(59.0) 26(14.2) 3.85
44 2(1.1) 2(1.1) 14(7.7) 99(54.1) 66(36.1) 4.23
45 2(1.1) 14(7.7) 18(9.8) 84(45.9) 65(35.5) 4.07
46 0(0.0) 1(0.5) 5(2.7) 74(40.4) 103(56.3) 4.52
*47 24(13.1) 84(45.9) 46(25.1) 26(14.2) 3(1.6) 2.45
48 2(1.1) 4(2.2) 12(6.6) 123(67.2) 42(23.0) 4.09
49 5(2.7) 16(8.7) 19(10.4) 69(37.7) 74(40.4) 4.04
50 1(0.5) 7(3.8) 53(29.0) 96(52.5) 26(14.2) 3.76
* Item stated in reverse manner
The results revealed that primary and secondary school CHM teachers participating in the
current study hold generally positive attitudes toward CHM as a result of attitude investigations.
However, in-depth analysis (see Table 11) suggested that some primary and secondary school CHM
teachers (69.5%) thought that the CHM content knowledge was more important than the CHM
practical skills, for question 35: “Leaning CHM practical skills is more important than learning
content CHM knowledge”. Although, most of the primary and secondary school CHM teachers
participating in the main study thought that learning CHM skills is more important than acquiring
content knowledge of CHM. For question 39, “It is the government’s job to take care of the issue of
CHM; students do not need participate or understand CHM procedures or skills.” 96.2% of
participants disagreed. Therefore, according to the survey responses, students do need to
participateand understand CHM procedures and CHM skills. For question 46, 96.3% of primary and
secondary school CHM teachers agree that appropriate precautionary measures can effectively
reduce the degree of destruction of natural calamities.
Most participants of primary and secondary school CHM teachers (81.4%) thought that
natural calamities are always natural phenomena (question 45, “Natural calamities are always
natural phenomena. (There are never “non-natural phenomena.)”. For question 49, “Even with
highly developed technology, we can’t stop the occurrences of natural disasters or natural hazards”,
78% of respondents thought that the technology advancement can prevent us from having climatic
hazards {{Note: is this: “78% of respondents thought that advances in technology can protect us
from climatic hazards” ?}}, while 11.4% of primary and secondary school CHM teachers disagree
with the statement.
For question 36, most primary and secondary school CHM teachers (92.9%) thought that
students in high schools and elementary schools should strengthen the ability to help themselves in
order to increase the probability of surviving disasters that are caused by typhoons and floods.
Many primary school CHM teachers (73.3%) disagree that the drill and practice of typhoon
prevention activities doesn’t help reduce calamity while facing a real disaster, but 7.1% of
participants agree. [Consider revising this sentence to: Many primary school CHM teachers (73.3%)
agree that the drill and practice of typhoon prevention activities does help reduce calamity while
facing real disastors. This, when combined with question 42 shows a strong feelings regarding
calamity reduction via preparation. For question 43, “I usually follow the guidelines proposed by
the disaster-prevention-related institutes that are designed to reduce and prevent damages caused by
typhoons.” more than 73.2% of primary and secondary school CHM teachers will follow the
guidelines proposed by the disaster-prevention-related institutes that are designed to reduce and
prevent damages caused by typhoons. While a 2.7% of the primary and secondary school CHM
teachers would not follow the guideline. For question 48, 90.2% of participants thought that only
when we respect and cooperate with the calamity prevention center can we effectively minimize
damage as we evacuate, but 11.4% participants did not agree that cooperation can effectively
minimize damages when evacuations occur.
Responses from question 37, indicate that most primary and secondary school CHM teachers
(95.6%) believed the implementation of a national CHM-related curriculum and CHM-instruction
would mitigate hazards and help reduce damage to human life during natural calamities (such as
typhoons and floods). 89% of participants will take the take the opportunity to lead students in
practice and understanding of CHM-related skills and issues when a typhoon threatens (question 41,
“When a typhoon threatens, I will take the opportunity to lead my students to practice and
understand the CHM-related skills and issues”).
Most participants (96.7%) thought that taking precautions designed to reduce damage during
natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities
caused by typhoons and floods is to have frequent drill and practice of CHM-related skills (question
38). Most primary and secondary school CHM teachers (79.8%) of the participants would carefully
read the content of a typhoon alert, but 2.2% of the participants will not pay attention to its detail
(Question 40, “I will carefully read the content of a typhoon warning before a typhoon hits
Taiwan.”). For question 44, “A typhoon is always a hazard on almost any occasion” many primary
and secondary school CHM teachers thought that a typhoon is not a hazard versus those who
thought it is (90.2% vs. 2.2%). The typhoons usually brought much rainfall (about 40% of total
rainfall in Taiwan) and water resources to Taiwan each year, thus some primary and secondary
school CHM teachers believed it is not a hazard.
59% of primary and secondary school CHM teachers thought that they need to cooperate and
act in accordance with designatedprocedures that are designed for natural disasters, and 15.8% of
participants want to follow the procedures as dictated by the administration (question 47, “It is the
administration’s responsibility to take precautions by designing procedures for natural disasters.
The teacher only needs to cooperate and act (follow the procedures))”. Responses from question 50,
66.7% of primary and secondary school CHM teachers thought that they should voluntarily
participate in drafting a plan for our school for the reduction and prevention of calamity during a
natural disaster.
Results of Investigation IV:
The CHM knowledge in primary and secondary school CHM teachers in Taiwan
As shown Table 12, the mean value of primary and secondary school CHM teachers’ CHM
knowledge was 22.43 (SD = 5.09) out of a total score of 30 and the percentage of correct responses
was 74.77%, suggesting that primary and secondary school CHM teachers had reasonable
knowledge of CHM. The mean value of primary and secondary school CHM teachers’
understanding of CHM was 12.55 (SD = 3.32) out of a total score of 17 and the percentage of
correct responses was 73.82%, suggesting that the primary and secondary school CHM teachers had
fairly good understandings of CHM. The mean value of primary and secondary school CHM
teachers’ common content? knowledge of CHM was 9.89 (SD = 2.54) out of a total score of 13 and
the percentage of correct responses was 76.08%, signifying that primary and secondary school
CHM teachers’ common knowledge of CHM were quite satisfactory.
Table 12. Summary of Climatic Hazard Mitigation Inventory (CHMI) (n=183).
Subscales Mean SD Total Range Percentage
CHM knowledge 22.43 5.09 30 0-30 74.77
Understanding of CHM 12.55 3.32 17 0-17 73.82
Common knowledge of CHM 9.89 2.54 13 0-13 76.08
Results of Investigation V:
The personal information of primary school CHM teachers
There is the personal (demographic) information of primary school CHM teachers in Taiwan.
Over a half of all primary school CHM teachers in Taiwan are female, as shown in Table 13.
Nearly25.8% of participants have a Master’s degree. Nearly 45.2 percent of the primary school
CHM teachers are 31-40 years old, with roughly 21 percent being less than the age of 30. This
suggests that many teachers have retired in the past 10 years. Almost all of the teachers (85.5%) did
not graduate with a degree in the field of sciences. Nearly half of the responding teachers had over
10 years of in-service training.
Table 13. Characteristics of the Primary school CHM teaching Force (n=62)
Number of Teachers Percent of Teachers Sex
Female Male
28 34
54.8 45.2 Age
30 years
≦
31-40 years 41-50 years 51-65 years
13 28 13 8
21.0 45.2 21.0 12.9 Experience
0-3 years 4-10 years 11-20 years 21+ years
8 23 19 12
12.9 37.1 30.6 19.4 Graduate from the department
Biology Chemistry Physics Other
4 3 2 53
6.5 4.8 3.2 85.5
Number of Teachers Percent of Teachers Master’s Degree
Yes No
16 46
25.8 74.2
The main subject that primary school teachers (who are currently teaching) report as their
primary subject is shown in Table 14. 66.3% of the primary school teachers were teaching within
the “Domain of Science and Technology”; however, almost all primary school teacher did not
graduate from the respective departments.
Table 14. Main teaching subject that Primary school teachers teach
Number of Teachers Percent of Teachers
Language Arts 9 10.9
Social Studies 4 4.8
Art and Humanities 7 8.4
Science and Technology 55 66.3
Other 8 9.6
Results of Investigation VI:
The teachers’ current instructional setting of primary schools of CHM
The teacher’s current instructional setting of primary schools of CHM 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 51 percent of the schools offer less than 17 courses (small), which (relates to the size
of schools) as shown in Table 15. Nearly 27.4% of primary 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; 25.8%
of participants report that: “There is plan for taking precautions against natural calamities, but it is
not practical to drill or practice”, and 21% of participants report that they “take precautions against
natural calamities and drill once in a while.” Nearly half Percentage of the schools indicate that
“Every Chief of the Office/Department Chairman” participates in taking precautions against natural
calamities and drill.” and nearly 37.1% of CHM teachers thought that “relevant teaching materials,
but they are not sufficiently distributed” in the natural calamity precaution materials (apparatus,
equipment, and materials) are distributed sufficiently (evenly) or equitably. 59.7% of primary
school CHM teachers thought that the multimedia resources are available, but they are not very
sufficient, the above-mentioned multimedia resources and equipment each semester, and nearly
51.6 percent of the CHM teachers used resources 1-2 times each semester. Nearly 1 in 2 CHM
teachers responded that “I have heard of this” about the “Campus Security Report Center”, and “Its
function [is] not clear” in understanding the rescue system while facing a calamity in Taiwan.
Eighty-seven percent of CHM teachers thought that the “Practical exam” part of the examination
was the most suitable for understanding the result of the calamity precaution teaching curriculum
and courses. Near 77.4 percent of CHM teachers responded “None” regarding time spent on
professional development in CHM related topics in the last 3 years.
Table 15. Characteristics of the Teaching and current situation of the Course related to Precautions against natural calamities in primary schools (n=62)
Number of Teachers Percent of Teachers Total amounts of classes in the school (This
relates to the size of your school.) 17 classes
≦ (Small)
18-35 classes (Medium) 36-53 classes (Large)
54 classes
≧ (Very Large)
32 13 10 7
51.6 21.0 16.1 11.3 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.
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.
7
17
16
13
9
11.3
27.4
25.8
21.0
14.5
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
24 39 0 8 3
32.4 53.7 0.0 20.8
4.1 In teaching, do you think that natural calamity
precaution materials (apparatus, equipment, and materials) are distributed sufficiently (evenly) or equitably?
Number of Teachers Percent of Teachers 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.
9
14
23
15
1
14.5
22.6
37.1
24.2
1.6
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 not very sufficient.
Multimedia resources are available, and they are just fine.
Multimedia resources are available, and very sufficient
5
12 37
8
0
8.1
19.4 59.7
12.9
0.0
How often do you use the above-mentioned multimedia resources and equipment each semester?
None 1~2 times 3~5 times 5+ times
25 32 4 1
40.3 51.6 6.5 1.6 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
14 34 13
1
22.6 54.8 21.0
1.6
Number of Teachers Percent of Teachers 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
7 43 12 0
11.3 69.4 19.4 0.0 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
Other
1
0 7 54
0
1.6
0.0 11.3 87.1 0.0 What is the total amount of time you have spent
on professional development in CHM related topics in the last 3 years?
None 17 hours
≦
18-36 hours 37-54 hours
≧55 hours
48 14 0 0 0
77.4 22.6 0.0 0.0 0.0
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 16, and contain the total number of responses obtained from primary 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 16. Summary of Teaching and Assessment on Natural calamity precaution of Primary school teachers (n=62).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
19 0(0.0) 0(0.0) 2(3.2) 38(61.3) 22(35.5) 4.32
20 4(6.5) 25(40.3) 27(43.5) 6(9.7) 0(0.0) 2.56
21 6(9.7) 34(54.8) 20(32.3) 2(3.2) 0(0.0) 2.29
22 4(6.5) 23(37.1) 23(37.1) 12(19.4) 0(0.0) 2.69
23 0(0.0) 7(11.3) 21(33.9) 31(50.0) 3(4.8) 3.48
24 0(0.0) 2(3.2) 17(27.4) 37(59.7) 6(9.7) 3.76
25 1(1.6) 5(8.1) 25(40.3) 28(45.2) 3(4.8) 3.44
26 0(0.0) 5(8.1) 17(27.4) 33(53.2) 7(11.3) 3.68
*27 23(37.1) 30(48.4) 2(3.2) 6(9.7) 1(1.6) 1.90
28 11(17.7) 27(43.5) 15(24.2) 9(14.5) 0(0.0) 2.35
29 2(3.2) 6(9.7) 21(33.9) 28(45.2) 5(8.1) 3.45
* Item stated in reverse manner
Table 16 includes primary school teachers’ responses on the “Teaching and assessment on
natural calamity precaution”. For question 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.“,
46.8%, 65.5%, and 53.6% of teachers had a negative perception toward the CHM knowledge, skills,
and attitudes that is provided in course content of the school; only 9.7%, 3.2%, and 19.4% of
teachers (respectively) thought that courses in the school provided sufficient content. So, nearly
96.8% of primary school teachers agreed that “Knowledge relating to typhoon and floods should be
listed in the precaution course curriculum in high schools”; and none teachers disagree (question
19).
For question 24, near 69.4% of teachers thought that the CAI of multimedia teaching is the
most efficient method on CHM courses in class; but 3.2% of teachers disagreed . On limited to
multimedia teaching appliances not being very sufficient, 50% of teachers reported thatthey always
used the traditional way of lecturing (I-teach-and-students-listen) to teach about taking precautions
against natural calamities; but 9.7% of teachers did not lecture (question 25). For question 26, near
64.5% of teachers often tried to train students to cultivate a positive attitude toward typhoon and
floods precautions in the class; but 8.1% of teachers did not make such attempts.
For question 27, “I have not taught anything (to students) that is related to typhoon and flood
rescuing techniques”, 85.5% of teachers thought that they taught anything related typhoon and
floods rescuing techniques as opposed to 11.3% of teachers who disagreed with question
twenty-seven, and did not think that they taught anything related to rescue techniques. Responses
from 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 51.2% of teachers
disagreed, and did not divide their students into groups, nor did they give them opportunities to drill
and practice the rescue techniques pertinent to natural calamity precautions; only 14.5% of teachers
reported that they ever provide such opportunities. 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 12.9% of teachers had negative responses (question 29), indicating
that they did not think that assessments should be given at the same time that the instructor
normally does assessments.
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 17, and contain total responses obtained from primary school CHM teachers. The
“Professional development opportunities” (as translated from Chinese to English) follow:
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 17. Summary of Professional development opportunities of Primary school teachers (n=62).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
30 5(8.1) 16(25.8) 24(38.7) 17(27.4) 0(0.0) 2.85
31 5(8.1) 2(3.2) 33(53.2) 18(29.0) 4(6.5) 3.23
32 4(6.5) 19(30.6) 27(43.5) 12(19.4) 0(0.0) 2.76
33 0(0.0) 2(3.2) 23(37.1) 31(50.0) 6(9.7) 3.66
34 0(0.0) 0(0.0) 16(25.8) 36(58.1) 10(16.1) 3.90
Responses from question 30, “I often hear that the government holds meetings about
precautions against natural calamities such as typhoons and floods.”, show that 33.9 percent of
teachers have not heard that the government holds meetings about precautions against natural
calamities (such as typhoons and floods), which is more than have heard that the government holds
such meetings (33.9% vs. 27.4%) as shown in Table 17. There are 35.5% of teachers, given that
there are meetings pertaining to taking precautions against natural calamities (like typhoons and
floods) , report that they will voluntarily participate., and 11.3% of teachers had negative responses
(question 31) indicating that they will not voluntarily participate in meetings. For question 32,
19.4% of teachers held discussions with other teachers on issues like taking precautions against
natural calamities, but 37.1% of teachers did not hold such discussions. There are 59.7% of teachers
who thought that the meetings or seminars held by the government or school were really helpful in
furthering their career of teaching and were beneficial to their professional development., but
3.2% of teachers are did not agree (question 33). Roughly 74.2% 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 no teachers disagreed with this by
providing negative responses to question 34.
Results of Investigation VII:
The CHM attitudes in primary school CHM teachers in Taiwan
As mentioned in the previous chapter, options were categorized on a scale that ranged from
1-“strongly disagree” to 5- “strongly agree”.
Table 18. Summary of Attitude toward CHM (n=62).
Subscales Mean SD Total Range Percentage
Attitude toward CHM 65.66 5.82 80 55-78 82.08
As shown in Table 18, the mean value of attitudes toward CHM was 65.66 (SD = 5.82) out of
a total score of 80 and the percentage of appropriate attitudes was 82.08%, representing that the
primary school CHM teachers participating in the current study hold good positive attitudes toward
CHM. It is noted that experts in Taiwan set a baseline of 60% correctness or passage for the
acceptable performance on the inventory in consideration of CHM topics lacking in formal
education of Taiwan.
Results of the part of questionnaire are tabulated in Table 19, and contain total responses
obtained from primary school CHM teachers. The “CHM attitudes toward” (translated from
Chinese to English) follows:
35. Learning CHM practical skills is more important than learning content knowledge of CHM.
36. The students in high schools and elementary schools should strengthen the ability to help themselves in order to increase the probability of surviving in disasters that are caused by typhoons and floods.
37. The implementation of a national CHM-related curriculum and CHM-instruction would mitigate the hazards and help reduce the damage to human life during a natural calamity (such as typhoons and floods).
38. Taking precautions designed to reduce damage during natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities caused by typhoons and floods is to have frequent drill and practice of CHM-related skills.
39. It is the government’s job to take care of the issue of CHM; students do not need participate or understand CHM procedures or skills.
40. I will carefully read the content of a typhoon warning before a typhoon hits Taiwan.
41. When a typhoon threatens, I will take the opportunity to lead my students to practice and understand the CHM-related skills and issues.
42. The drill and practice of typhoon prevention activities doesn’t help reduce calamity while facing a real disaster.
43. I usually follow the guidelines proposed by the disaster-prevention-related institutes that are designed to reduce and prevent damages caused by typhoons.
44. A typhoon is always a hazard on almost any occasion.
45. Natural calamities are always natural phenomena. (There are never “non-natural phenomena.”)
46. Appropriate precautionary measures can effectively reduce the degree of destruction of natural calamities.
47. It is the administration’s responsibility to take precautions by designing procedures for natural disasters. The teacher only needs to cooperate and act (follow the procedures).
48. Only when we respect and cooperate with the calamity prevention center can we effectively minimize damage as we evacuate.
49. Even with highly developed technology, we can’t stop the occurrences of natural disasters or natural hazards.
50. We should voluntarily participate in drafting a plan for our school for the reduction and prevention of calamity during a natural disaster.
Table 19. Summary of Primary school teachers’ Perceptions of CHM (n=62).
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
35 0(0.0) 11(17.7) 9(14.5) 33(53.2) 9(14.5) 3.65
36 0(0.0) 0(0.0) 1(1.6) 43(69.4) 18(29.0) 4.27
37 0(0.0) 0(0.0) 1(1.6) 33(53.2) 28(45.2) 4.44
38 0(0.0) 0(0.0) 2(3.2) 25(40.3) 35(56.5) 4.53
*39 29(48.6) 30(48.4) 0(0.0) 3(4.8) 0(0.0) 1.63
40 1(1.6) 1(1.6) 12(19.4) 26(41.9) 22(35.5) 4.08
41 0(0.0) 0(0.0) 2(3.2) 39(62.9) 21(33.9) 4.31
*42 10(16.1) 36(58.1) 12(19.4) 4(6.5) 0(0.0) 2.16
Survey questions Frequency (Percentage) of Responses
1 2 3 4 5
# Strongly
Disagree Disagree Average Agree Strongly Agree
Mean
43 0(0.0) 2(3.2) 10(16.1) 39(62.9) 11(17.7) 3.95
44 0(0.0) 0(0.0) 5(8.1) 33(53.2) 24(38.7) 4.31
45 1(1.6) 6(9.7) 4(6.5) 31(50) 20(32.3) 4.02
46 0(0.0) 1(1.6) 2(3.2) 25(40.3) 34(54.8) 4.48
*47 8(12.9) 29(46.8) 15(24.2) 9(14.5) 1(1.6) 2.45
48 0(0.0) 2(3.2) 3(4.8) 42(67.7) 15(24.2) 4.13
49 3(4.8) 8(12.9) 6(9.7) 25(40.3) 20(32.3) 3.82
50 0(0.0) 2(3.2) 11(17.7) 39(62.9) 10(16.1) 3.92
* Item stated in reverse manner
The results revealed that primary school CHM teachers participating in the current study hold
good positive attitudes toward CHM as a result of attitude investigations. However, in-depth
analysis (see Table 19) suggested that some primary school CHM teachers (67.7%) thought that the
knowledge of CHM was more important than the CHM skills, as evidenced by question 35,
“Leaning CHM practical skills is more important than learning content knowledge of CHM”.
Although, most of the primary school CHM teachers participating in the main study thought that
learning CHM skills is more important than acquiring knowledge of CHM. For question 39, “It is
the government’s job to take care of the issue of CHM; students do not need participate or
understand CHM procedures or skills.” 97% of participants disagreed. So, Students do need to
participate in and understand CHM procedures and CHM skills. For question 46, 95.1% of primary
school CHM teachers report that they believe that appropriate precautionary measures can
effectively reduce the degree of destruction of natural calamities.
Most participants of primary school CHM teachers (82.3%) thought natural calamities are
always natural phenomena (question 45, “Natural calamities are always natural phenomena. (There
are never “non-natural phenomena.”)”. For question 49, “Even with highly developed technology,
we can’t stop the occurrences of natural disasters or natural hazards” seventy-two percent of
respondents thought that the technology advancement can prevent us from climatic hazards, while
17.7% of primary school CHM teachers disagree with the statement.
For question 36, most primary school CHM teachers (98.4%) thought that students in
elementary schools should strengthen the ability to help themselves in order to increase the
probability of surviving in disasters that are caused by typhoons and floods. Many primary school
CHM teachers (74.2%) disagree that the drill and practice of typhoon prevention activities doesn’t
help reduce calamity while facing a real disaster, but 6.5% of participants agree. Suggesting that
there is the potential for a great disaster to Taiwan when a typhoon threatens (question 42). For
question 43, “I usually follow the guidelines proposed by the disaster-prevention-related institutes
that are designed to reduce and prevent damages caused by typhoons.” more than 80.6% of primary
school CHM teachers will follow the guidelines proposed by the disaster-prevention-related
institutes that are designed to reduce and prevent damages caused by typhoons. While a 3.2% of the
primary school CHM teachers would not follow the guidelines. For question 48, 91.9% of
participants thought that only ”when we respect and cooperate with the calamity prevention center
can we effectively minimize damage as we evacuate”, but 3.2% participants did not think this
appropriate.
Responses from question 37, indicate that most primary school CHM teachers (98.4%)
believed the implementation of a national CHM-related curriculum and CHM-instruction would
mitigate the hazards and help reduce the damage to human life during a natural calamity (such as
typhoons and floods). 96.8% of participants will take the take the opportunity to lead their students
in practice and help with the understanding of CHM-related skills and issues when a typhoon
threatens (question 41, “When a typhoon threatens, I will take the opportunity to lead my students
to practice and understand the CHM-related skills and issues”).
Most participants (96.8%) thought that taking precautions designed to reduce damage during
natural disasters cannot avoid all emergence of calamity. The best way to prepare for calamities
caused by typhoons and floods is to have frequent drill and practice of CHM-related skills (question
38). Most primary and secondary school CHM teachers (77.4%) of the participants would carefully
read the content of a typhoon alert, but 3.2% of the participants will not pay attention to its detail
(Question 40, “I will carefully read the content of a typhoon warning before a typhoon hits
Taiwan.”). For question 44, “A typhoon is always a hazard on almost any occasion” many primary
school CHM teachers thought that a typhoon is not a hazard, versus those who thought it is
(91.9%).
59.7% of primary school CHM teachers thought that they need to cooperate and participate in
designing procedures for natural disasters, and 16.1% of participants want to follow the procedures
that have already been designed.(question 47, “It is the administration’s responsibility to take
precautions by designing procedures for natural disasters. The teacher only needs to cooperate and
act (follow the procedures))”. Responses from question 50, 79% of primary school CHM teachers
thought that they should voluntarily participate in drafting a plan for our school for the reduction
and prevention of calamity during a natural disaster.
Results of Investigation VIII:
The CHM knowledge in primary school CHM teachers in Taiwan
As shown Table 20, the mean value of primary school CHM teachers’ CHM knowledge was
19.87 (SD = 4.01) out of a total score of 30 and the percentage of correct responses was 66.23%,
suggesting that primary school CHM teachers had reasonable knowledge of CHM. The mean value
of primary school CHM teachers’ understanding of CHM was 10.69 (SD = 2.87) out of a total score
of 17 and the percentage of correct responses was 62.88%, suggesting that the primary school CHM
teachers had a generally good understanding of CHM. The mean value of primary school CHM
teachers’ common knowledge of CHM was 9.18 (SD = 1.73) out of a total score of 13 and the
percentage of correct responses was 70.62%, signifying that primary school CHM teachers’
common knowledge of CHM is satisfactory.
Table 20. Summary of Climatic Hazard Mitigation Inventory (CHMI) (n=62).
Subscales Mean SD Total Range Percentage
CHM knowledge 19.87 4.01 30 8-28 66.23
Understanding of CHM 10.69 2.87 17 2-16 62.88
Common knowledge of CHM 9.18 1.73 13 6-13 70.62
Results of Investigation IX:
The personal information of secondary school CHM teachers
This is the personal (demographic) information of secondary school CHM teachers in Taiwan.
Sixty-three percentages of all secondary school CHM teachers in Taiwan are male, as shown in
Table 21. Over 60% of participants have a Master’s degree. Near 47.1 percentages of the age of
secondary school CHM teachers are 31-40 years old, roughly 26 percentages is 41-50, and 20% is
less than 30 years old. Suggesting that many teachers have been in retirement in the past 10 years.
Nearly 41.3% graduated from the department of Earth sciences, and graduated within the field of
sciences were 88.4%. Almost equal percentages of secondary school teachers were in-service less
than, or more than 10 years.
Table 21. Characteristics of the Secondary school CHM teaching Force. (n=121)
Number of Teachers Percent of Teachers Sex
Female Male
45 76
37.2 62.8 Age
30 years
≦
31-40 years 41-50 years 51-65 years
25 57 32 7
20.7 47.1 26.4 5.8
Experience 0-3 years 4-10 years 11-20 years 21+ years
15 52 41 13
12.4 43.0 33.9 10.7 Graduate from the department
Biology Chemistry Earth sciences Physics Other
6 20 50 31 14
5.0 16.5 41.3 25.6 11.6 Master’s Degree
Yes No
77(include 1 Ph.D.) 44
63.6 36.4
The main teaching subject that is reported by practicing secondary school, is shown in Table
22. Almost all secondary school teachers were teaching within the “Domain of Science and
Technology”. 38.7% of junior high school CHM teachers’ main teaching subject was earth science
and 69.7% of senior high school CHM teachers too.
Table 22. Main teaching subject that Secondary school teachers Teach
Number of Teachers Percent of Teachers Junior high school
Physics and Chemistry 43 27.7
Biology/ Life science 6 3.9
Earth science 60 38.7
Science and Technology 43 27.8
Mathematics 1 0.6
Geography 2 1.3
Senior high school
Physics/ physical science 11 17.5
Chemistry 3 4.8
Biology/ Life science 3 4.8
Earth science 44 69.7
Geography 2 3.2
Results of Investigation X:
The teachers’ current of instructional setting of secondary schools of CHM
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
≦ (Small)
18-35 classes (Medium) 36-53 classes (Large)
54 classes
≧ (Very Large)
44 27 27 23
36.4 22.3 22.3 19.0 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.
21
23
6
17.4
19.0
5.0
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
Fire Station
46 51 14 15 1 1
35.9 39.8 10.9 11.7 0.8 0.8 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.
18
31
56
14
2
14.9
25.6
46.3
11.6
1.7
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
27 68
8.3
22.3 56.2
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?
None 1~2 times 3~5 times 5+ times
70 48 1 2
57.9 39.7 0.8 1.7 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
44 61 15
1
36.4 50.4 12.4
0.8
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 80 24 0
14.0 66.1 19.8 0.0 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
Other
3
1 16 100
1
2.5
0.8 13.2 82.6 0.8
