臺灣屬於高環境風險區域，對國民實施環境風險教育可以降低其潛在危害，而研究教師的環境風險教學行為模式則可以提供教育單位實施環境風險教育之參考。本研究在中部四縣市對國小教師進行分層隨機取樣，發出539份問卷，回收有效問卷327份，有效回收率60.7﹪。問卷回收後使用SPSS 12.0及結構方程模式LISREL 8.70 版進行統計分析。本研究以計畫行為論為理論模型，並依文獻回顧結果加入三個重要研究變項（認知、反應效 能及行動）形成研究架構，其旨在瞭解中部地區國小教師的環境風險教學行為模式及各行為概念間相互影響之關係。重要研究成果呈現如下：本研究之整體適配良好(GFI=0.93, SRMR=0.039, RMSEA=0.057, CFI=0.98)。由模式得知，認知、主觀規範及自我效能正向且顯著影響行為意向；認知及自我效能正向且顯著影響行為；行為意向正向且顯著影響行為及行動。本研究中部地區國小教師的環境風險教學行為模式對行為意向的預測力為52﹪、對行為的預測力為63﹪、對行動的預測力為29﹪。

In this study, theory of planned behavior was used as main theoretical model and joined three important research variables (perception, response efficacy and action) according to the literature review to shape the study construction. The main purpose of this study was to understand elementary school teacher's environmental risk teaching behavior patterns and the relations of the mutual influence in the main behavior concepts. Stratified random sampling was used in this study. 539 elementary school teachers in central Taiwan were sampled to carry on the questionnaires, and finally 327 effective questionnaires were obtained and analyzed. SPSS 12.0 and LISREL 8.70 statistics software were uesd to carried on the statistical analysis. The important research results presented as follows: The overall elementary school teacher's environment risk teaching behavior model was fair fit the data (GFI=0.93, SRMR=0.039, RMSEA=0.057, CFI=0.98). Perception, subject norm and self efficiency positively and significantly influenced behavior intention. Perception and self efficiency positively and significantly influenced behavior. Behavior intention positively and significantly influenced behavior and action. The behavior intention explanation strength in this study reached to 52﹪, 63﹪ for the behavior explanation strength, and 29﹪ for the action explanation strength.