本研究旨在瞭解國民中學飲食教育之教師教學介入之現況，主要藉由國民中學教師對於飲食教學態度、飲食教學知識對其飲食教學承諾之研究，探討不同個人與學校背景變項之教師其飲食教學態度、飲食教學知識與飲食教學承諾之差異情形，並分別探究其與飲食教學承諾之關係，且分析不同飲食教學態度、知識對於其飲食教學承諾之預測力。本研究方法為問卷調查法，依據相關文獻編製「國民中學飲食教育之教師教學介入研究問卷」作為研究工具。本研究以北部三個直轄市區域（臺北市、新北市與桃園市）之公立國民中學作為研究對象，共計發放748份正式問卷，回收664份，有效問卷為652份，有效問卷回收率約為87.17%。其後再將回收資料進一步以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸等方法進行統計分析處理，獲至其結論如下：
壹、國民中學教師之飲食教學介入大致良好，即其飲食教學態度、飲食教學知識與飲食教學承諾三方面大致良好
貮、女性國中教師對於飲食教學態度顯高於男性國中教師
參、有飲食教學經驗之教師其飲食教學介入情形顯高於未有者
肆、服務學校有飲食教育政策之教師其飲食教學介入情形顯高於未有者
伍、主要任教領域依序以健康與體育、自然與生科與綜合活動領域之國中教師其飲食教學知識顯然高於其他主要任教領域者
陸、服務年資較長者之國中教師，其飲食教學之凝聚性承諾實踐情形較佳
柒、主要任教領域依序以康與體育、綜合活動領域之國中教師其飲食教學承諾顯然高於主要任教領域為數學與社會領域者
捌、國民中學教師之飲食教學態度與其飲食教學知識呈現中度密切正相關；而飲食教學態度與其飲食教學承諾亦呈現中度密切正相關；且飲食教學知識與飲食教學承諾則呈現高度密切相關
玖、飲食教學態度依序以環境意識、食物意識最能推進策動飲食教學承諾
拾、飲食教學知識中依序以教師專業知識、班級經營知識與學術研究知識最能有效驅策飲食教學承諾
　　研究者根據研究結果，提出對教育上之建議，並針對研究工具及研究方向提出建議，提供未來研究者參考。

This study aims to investigate the current situation of junior high school teachers’ teaching invention in food education, to analyze the food teaching intervention mainly from the dimensions of food teaching attitude, food teaching knowledge and food teaching commitment as three variables, to explore the relationship respectively among them, to analyze the differences with different backgrounds, and food teaching attitude and food teaching knowledge as potential predictors of food teaching commitment.
　In order to achieve the purpose of the study, the method adopted for this study was questionnaire survey. Based on the results drawn from the literature review, a questionnaire named “The Questionnaire of Junior High School Teachers’ Food Teaching Intervention” was developed. The subjects of this study are public junior high school teachers in Taipei City, New Taipei City and Taoyuan City in northern Taiwan. The 748 subjects are randomly sampled from 59 junior high schools in above Taiwan’s three municipalities, 652 effective questionnaires were collected, and the effective return-ratio is about 87.17%. Further, the data were analyze by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation, and multiple regression. The conclusions of this study are as follows,
1. The current situation of junior high school teachers’ food teaching intervention including food teaching attitude, knowledge and commitment is generally good.
2. Female teachers’ food teaching attitude is better than males’.
3. Teachers with food teaching experiences, their food teaching invention is significantly better than those without food teaching experiences.
4. Teachers with school food education policy, their food teaching intervention is significantly better than those without food education policy.
5. Teachers’ food teaching knowledge level in three fields of Health and Physical, Science and Technology and Integrative Activities Education is significantly better than other fields.
6.Teachers with higher seniority service have shown more cohesion commitment for food teaching.
7. Teachers’ food teaching commitment level in two fields of Health and Physical and Integrative Activities Education is significantly better than math and society fields.
8. Teachers’ food teaching attitude and food teaching knowledge were moderately positive correlated; the food teaching attitude and food teaching commitment were moderately positive correlated, and the food teaching knowledge and food teaching commitment were highly positive correlated.
9. The “environment awareness” and “food awareness” in food teaching attitudes are most functional to induce food teaching commitment.
10. The “teacher profession knowledge”, “classroom management knowledge” and “academic and research knowledge” in food teaching knowledge are most functional to prompt food teaching commitment.
According to the findings to the study, some suggestions were offered to education administration authorities, junior highs schools, junior high school teachers and further researches respectively.

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