目的:本研究目的在於瞭解國小健康促進學校主要承辦人背景因素、素質因素、增強因素及使能因素對學校家庭夥伴關係建立的影響。方法:本研究以99學年度全國2675個國民小學健康促進學校主要承辦人為研究對象，採橫斷性研究設計，以縣市分區與學校規模作分層隨機抽樣，共收集584位，有效問卷391份，達67％有效回收率。以結構式問卷包括背景資料、素質因素、增強因素、使能因素及學校家庭夥伴關係建立收集資料。收集的資料以描述性、階層迴歸分析及結構方程模式進行統計分析，P<.05為具統計顯著意義。以PRECEDE- PROCEED Model理論架構模式為本研究之主要研究架構。結果: 1.健康促進學校推動年數、行動研究學校、素質因素、增強因素、使能因素可以解釋學校家庭夥伴關係建立43.3%的總變異量，在控制了背景因素的影響下，素質因素、增強因素、使能因素能對學校家庭夥伴關係建立產生顯著的影響，解釋力為39.4%。其中以素質因素的影響性最大(β=.366)。2.增強因素、素質因素、使能因素均能對學校家庭夥伴關係建立產生顯著的總效果值，各為.48、.37及.16。3.健康促進學校推動年數、行動研究學校亦能透過素質因素、增強因素、使能因素之中介變項產生顯著的總效果值，各為.14及.11。結論: 健康促進學校主要承辦人知覺推動家庭夥伴關係的重要性，應扮演的角色及具備推動的能力(素質因素)，最能增進學校推動家庭夥伴關係；如果加上學校校長、同仁及家長的支持(增強因素)；資源的幫助，主管的重視(使能因素)可加強學校家庭夥伴關係的建立，亦即使同仁間有更好的團隊結盟，學校家長間有更多的參與合作。

Objectives: The main purposes of this study is to explore the effect of the main undertaker of health promoting school’s Predisposing factors、 Reinforcing factors and Enabling factors on school family partnership involvement in Taiwan elementary school.
Methods: The study design was cross-sectional. According to the size of the districts and individual schools, a stratified random sample was used to select subjects from 2675 elementary school in Taiwan. Five hundred and eight-four subjects were recruited and response rate was 67% (n=391). Structured questionnaires including demographics, Predisposing factors、 Reinforcing factors 、 Enabling factors and school family partnership involvement were used to collect data. The data were analyzed using descriptive statistics, Hierarchy regression and SEM. P<.05 was considered as statistically significant. The research framework was based on PRECEDE -PROCEED Model theoretical framwork.
Results:1.The number of years of health promoting school, action research school, predisposing factors、 reinforcing factors and enabling factors were the major predicts as they accounted for 43.3% of the total variance for school family partnership involvement. Exclude background factors, the predisposing factors、 reinforcing factors and enabling factors were significant predict for 39.4% of the total variance for school family partnership involvement.2. The reinforcing factors 、predisposing factors、 and enabling factors had significant total effect on school family partnership involvement, there are .48, .37 and .16.3. The number of years of health promoting school, action research school had significant total direct on school family partnership involvement through predisposing factors、 reinforcing factors and enabling factors, there are .14 & .11.
Conclusions: Perceived important, the role and efficacy of school and family partnership (predisposing factors) can affect school family partnership involvement most. Better resource helpful, policy maker support (enabling factors), principal, colleagues and parents support (reinforcing factors), reinforce the perceived important, the role and efficacy of school and family partnership, and better school family partnership involvement.

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