國小校長推展環境教育的反思實踐之差異與相關

本研究旨在探討國小校長推展環境教育的反思能力與反思態度之差異及相關，採用反思實踐調查問卷，有效樣本206人。研究結果如下：整體而言，反思實踐尚佳；反思能力良好，行動中反思、行動後反思、與同仁反思以及自我評價亦良好；反思態度尚可，渴望改進與工作滿意度較高，溝通與一般的信心亦高，不確定與互動壓力則屬中度；國小校長推展環境教育的討論頻率較高者，其反思能力與反思態度皆較佳；具有環教展延認證的國小校長其反思能力較佳以及反思態度可能較佳；國小校長推展環境教育的反思能力愈高者，其反思態度愈佳，渴望改進、一般信心、溝通信心與工作滿意度亦愈佳，不確定性與互動壓力愈低；反思能力愈高者其自我評價愈高；反思態度愈佳者其工作滿意度愈佳。

This study aims to explore the differences and correlations between the reflective capacities and reflective attitudes of elementary school principals promoting environmental education, using a reflective practice questionnaire with a valid sample of 206 people. The results of the study are as follows: Overall, the reflective practice is fairish. The reflective capacities are good, eflective in action, reflective on action, reflective with others and self-appraisal are also good. The reflective attitudes are passable, desire for improvement and job satisfaction are higher, communication and general confidence are also high, uncertainty and interaction stress are moderate. Elementary school principals who have a higher frequency of discussions on promoting environmental education have better reflective capacities and reflective attitudes. Elementary school principals with extended environmental education certification have better reflective capacities and may have better reflective attitudes. The higher the elementary school principals’reflective capacities in promoting environmental education, the better their reflective attitude, the better their desire for improvement, general confidence, communication confidence and job satisfaction, the lower the uncertainty and interaction pressure. The higher the reflective capacity, the higher the self-appraisal. The better the reflective attitude, the better the job satisfaction.