本研究旨在探究國中教師對於食農教育的認知、態度及教學投入的相關性，並從中瞭解國中教師的個人背景因素在食農教育之認知、態度及教學投入之影響。本研究以調查法，並使用方便抽樣，針對108學年度臺灣地區正式教師、代理及代課教師進行線上問卷調查。總共發放問卷為447份，回收有效樣本數為441份。有效問卷以描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析及雪費事後檢定法、皮爾森積差相關分析進行資料分析。本研究結果如下：一、國中教師對食農教育「認知」、「態度」及「教學投入」為中上程度。二、不同背景變項的國中教師對整體食農教育「認知」與分構面無顯著差異。三、不同背景變項的國中教師對整體食農教育「態度」有部分顯著差異，不同性別對「認識食材」構面有顯著差異、不同年齡對「綠色飲食」構面有顯著差異。四、不同背景變項的國中教師對整體食農教育「教學投入」有部分顯著差異，不同年齡與不同任教領域的國中教師對食農教育「教學投入」有顯著差異，50歲（含）以上高於31－40歲；任教自然領域的國中教師高於語文領域的國中教師。五、國中教師對食農教育的「認知」與「態度」有顯著中度正相關、食農教育的「認知」與「教學投入」有顯著低度正相關及食農教育的「態度」與「教學投入」有顯著中度正相關。
The purpose of the study is to discover the correlations of junior high school teachers' cognition, attitude and teaching involvement toward food and agricultural education and how different teachers' background factors vary in food and agricultural education. The survey of the study is conducted in the way of convenience sampling, which allows formal and part-time teachers in Taiwan during 108 Academic Year to fill in a questionnaire online. 447 questionnaires were given out and 441 were considered valid questionnaires. Valid questionnaires were collected and SPSS Statistics software was used to implement descriptive statistics, independent-sample t test, one way ANOVA, Scheffé's method, and Pearson's product-moment correlation. The results of the study are as follows. 1. Junior high school teachers' cognition, attitude and teaching involvement of food and agricultural education is above average. 2. The effects of different background variables on junior high school teachers' cognition of food and agricultural education are not statistically significant. 3. The effects of with different background variables on junior high school teachers' attitude toward food and agricultural education are partly statistically significant, while the effects of the variable sex are statistically significant in recognizing food ingredients and the effects of the variable age are statistically significant in green food. 4. The effects of different background variables on junior high school teachers' teaching involvement of the whole food and agricultural education are partly statistically significant, while the effects on teachers of various ages and domains are statistically significant. Teachers over fifty years old involve more than those in their thirties. Besides, teachers teaching natural sciences involve more than those teaching language arts. 5. The effects of junior high school teachers' cognition and attitude toward food and agricultural education are moderate significant, and the effects of their attitude and teaching involvement are moderate significant as well.
