生態旅遊乃結合觀光資源及環境保育，為國際上積極推展的旅遊模式，而我國政府也將生態旅遊納入國民教育九年一貫課程，教導學生在參與旅遊時能融入環境教育理念與實踐，所以教師扮演落實生態旅遊之關鍵授業角色。本研究主要探討國小教師溫泉區生態旅遊的環境知識、態度與行為，進而探討國小教師背景條件在溫泉區生態旅遊的環境知識、態度與行為間之關係。本研究採用問卷調查法，問卷內容包括基本資料、溫泉區生態旅遊的環境知識量表、溫泉區生態旅遊的環境態度量表與溫泉區生態旅遊的環境行為量表四個部分，以台南市國小教師為研究對象。採分層隨機抽樣的方式抽取樣本，抽樣23 所學校，取得479 份有效問卷進行實證分析，所得之結果如下：
最後，根據以上研究結論提出建議，供政府單位、學校單位及旅遊業者發展生態旅遊與實施環境教育的參考。 The relationship among the environmental knowledge, attitude and behavior of hot springs ecotourism and the teachers’ personal backgrounds are also studied. This study is conducted by a four part questionnaire, including personal background, environmental knowledge, attitude and behavior of hot springs ecotourism. The questionnaires were delivered to a total 500 teachers in 23 elementary schools and 484 questionnaires were collected. The 479 usable data were analyzed using items analysis, one-way ANOVA, Pearson product-moment correlation, and the following conclusions were obtained.
1.The results show that the environmental knowledge of hot springs ecotourism among the elementary school teachers is in moderate to high levels and the environmental attitude and behavior is positive.
2.The environmental behavior of hot springs ecotourism among the elementary school teachers differs based on factors such as gender, current position, participation in the ecotourism, members of environmental club, whether they integrate environmental education in the seven core courses, and frequency of visits to hot springs per year.
3.The environmental attitude and behavior of hot springs ecotourism among the elementary school teachers have a significant relationship.
4.The environmental knowledge and behavior of hot springs ecotourism among the elementary school
teachers have a significant relationship.
Based on the conclusions above, it is suggested that education administrations, schools and teachers can have further research on this issue.