本研究目的為探討基隆市幼兒教育教師(幼教師)與學前特殊教育教師(特幼師)在健康概念及健康促進生活型態的現況比較，分析不同背景變項下學前教師其健康概念與健康促進生活型態的差異性。本研究對基隆地區學前教師裡120位幼教師，24位特幼師，進行問卷調查，共回收有效問卷130分。研究結果如下：幼教師與特幼師在人口學變項本身具有差異，特幼師教育程度與每月薪資顯著高於幼教師。特幼師在「健康概念」總量表得分顯著高於幼教師，且「臨床」與「調適性」分量表得分亦有相同結果。特幼師在「健康促進生活型態」總量表得分顯著高於幼教師，分量表中「運動」、「壓力管理」及「自我實現」分量表得分亦有相同結果，然而「人際支持」分量表得分顯著低於幼教師。比較人口學變項後發現，不論是幼教師或特幼師在婚姻、育有子女數及任教年資並不影響健康概念與健康促進生活型態；而每月薪資對健康概念與健康促進型態皆有顯著影響，每月薪資水平越高者，其健康概念與健康促進生活型態的表現越佳。另外幼教師會因為教育程度的不同，而在健康概念與健康促進型態有所差異，特幼師則無顯著差異。結果推論幼教師與特幼師在健康概念及健康促進生活型態會因為照顧對象及職場環境的不同而產生差異。 The purpose of this research is to explore the comparison of the health concepts and health-promotion life styles between pre-school education teachers and pre-school special education teachers in Keelung City, by analyze the differences between preschool teachers' health concepts and health-promoting lifestyles under different background variables. Questionnaires were given on 120 pre-school teachers and 24 pre-school special education teachers among pre-school teachers in Keelung, and a total of 130 valid questionnaires were collected. The important conclusions of the study are as follows: The scores of pre-school special education teachers on the "health concept" scale are significantly higher than those of pre-school education teacher, and the scores on the "clinical" and "adaptability" subscales also have the same results. The scores of pre-school special education teachers on the " health-promoting lifestyle" scale are significantly higher than those of pre-school education teachers. The scores of pre-school special education teachers on the "exercise", "stress management" and "self-actualization" subscales are also significantly higher than those of pre-school education teachers, but the score of pre-school special education teachers on the "interpersonal support" is significantly lower than that of pre-school education teacher. After comparing the background variables, it is found that whether a pre-school education teacher or pre-school special education teacher in terms of marriage, number of children and teaching years does not significantly affect the concept of health concept and health-promoting lifestyle; while the monthly salary has a significant impact on the concept of health concept and health-promoting lifestyle. The higher the monthly salary level, the better the performance of health conception and health-promoting lifestyle. In addition, pre-school education teachers differ in their health concept and health-promoting styles due to their different educational levels, while pre-school special education teachers do not. The results inferred that pre-school education teachers and pre-school special education teachers have differences in health concepts and health promotion lifestyles due to the differences in the care recipients and workplace environments.
