| Summary: | 碩士 === 大葉大學 === 休閒事業管理學系碩士在職專班 === 104 === School is like a knowledge hall for students, but acquiring knowledge through only classroom teaching is not enough. It is only through learning out of the classroom sector and combine more practical experience with day-to-day life that students could broaden their spectrums, and further embody those knowledges they have learned.
This study aimed to investigate to what extent that the elementary school teachers’ personality, teaching readiness, risk management would affect their intention to implement field visits. The study incorporated questionnaires for the main research method, in particular the participants were elementary school teachers teaching in New Taipei City and Taoyuan City. According to the research objectives and the relevant literature, the study also referred to some relevant scales and questionnaires to form the four sections of its questionnaire - "personality," "teaching readiness", "risk management", "intention to implement field-trip". The results obtained were analyzed based on descriptive statistics, reliability analysis, Pearson correlation analysis and multiple regression statistical analysis.
There were more women participants than men in this study, mostly aged 41 and older. The majority marital status was married with children, and their highest level of education were graduated from Teachers college, Normal University, and the Teachers University. The majority of years of teaching was 11--20 years, the school size was mostly 13 to 24 classes per school, followed by 37 classes per school.
The results show that: Most of the teachers are willing to implement school visit as one of their teaching activities. In personality traits, the more openness personality and the higher affinity a teacher possesses the higher they are willing to implement a field-trip. Teaching preparation and the various facets of risk management showed significant positive correlation to the implementation of field-trip. From the overall dimension, the predictive variable is risk management; from the viewpoint of all sub-dimensions of this study, the predictive variables are risk measurement and evaluation, the evaluation of the risk strategies, teacher-student interaction, and teaching strategies.
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