A Study on the Recognition of Green Marks and the Attitudes and Behaviors of Green Consumption of Elementary School Teachers in Kaohsiung

• Main Authors: Fang, Tzu-Hua, 方紫華
• Other Authors: Nien, Hsiao-Yu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/11005388716008656656

碩士 === 遠東科技大學 === 行銷與流通管理系碩士班 === 105 === The study aims to explore the recognition of green marks and the attitude and behavior of green consumption of the elementary school teachers in Kaohsiung. The populations of this study are the elementary school teachers in Kaohsiung, with the questionnaire used. With a total of 330 questionnaires surveyed, the data is analyzed on the basis of the 326 valid samples. The conclusions are reached as follows: I.Green Consumption Attitude: The average score is 3.96 on a 5-point scale, indicating that the overall green consumption attitude of the elementary school teachers in Kaohsiung is positive. Among the variables, age group and participation of eco-friendly campaigns are significantly different from green consumption attitude. II.Green Consumption Behavior: The average score is 4.16 on a 5-point scale, indicating that the overall green consumption behavior of the elementary school teachers in Kaohsiung is good. Of the behaviors, the order from the highest score to the lowest is Recycle, Reuse, Refuse and Reduce respectively. Among the variables, academic department and participation of eco-friendly campaigns are significantly different from green consumption behavior. III.Green Mark: 96.3% of the elementary school teachers in Kaohsiung identified recycling marks, 94.8% of them identified water-saving marks, 85.6% of them identified eco-friendly marks, and 66.0% of them identified energy-conserving marks. The teachers identifying all of the four marks account for 60.1%, three of the marks account for 25.5%, two of them account for 11.7%, one of them account for 2.5%, and none of them account for 0.3%. IV.In terms of green consumption attitude and behavior, most of the teachers who correctly identified green marks (including recycling, water-saving, eco-friendly and energy-conserving marks) get higher scores than those who incorrectly did. Among the variables, the identification of eco-friendly marks is significantly different from green consumption attitude, and the identification of energy-conserving marks is significantly different from green consumption behavior. V.There is a significantly positive correlation between green consumption attitude and green consumption behavior. The Pearson value of the total scores of attitude and behavior is 0.675.