教師線上社群之成員組成特性與社群內提供及接受社會支持之相關因素：一個教師臉書社團之調查發現

Characteristics of Membership of Online Teacher Community and Correlates of Providing and Receiving Online Social Support: The Case of a Facebook Teacher Group

鍾才元(Tsai-Yuan Chung) ； 陳伊菱(Yi-Ling Chen)

《教育傳播與科技研究》 113期 (2016/04) Pp. 63-88

https://doi.org/10.6137/RECT.2016.113.04

摘要

本研究旨在瞭解教師線上社群之成員組成特性並探討社群內提供及接受社會支持之相關因素。本研究以線上問卷方式調查一個知名的教師臉書社團的584位國小教師會員，蒐集其個人背景資料、參加目的與網路互動行為、與社群內提供及接受社會支持之情形。本研究發現：一、女性教師占線上社群成員之絕對多數、有良好專業訓練、擔任級任教師、且六成以上有十年以上教學經驗。教師們參加社群目的主要是想知道更多好的教學方法與技巧、促進個人專業成長、以及想瞭解更多教育或教學新知等，網路互動行為則以反應型為主。二、社群內之提供或接受社會支持皆未因性別、教育程度、服務年資、職務、學校規模或任教地區之不同而有程度上之差異；社群加入時間二年以上者在提供或接受社會二方面均顯著高於其他成員。三、對提供（但非接受）社會支持而言，認識更多志同道合的教育夥伴為較具解釋力之參加目的，而網路互動行為中以按「讚」、回應照片或影片網路連結、回覆留言與請他人提供問題解決策略等具有解釋力。四、相較於其他相關因素，接受社會支持是提供社會支持的最有效預測變項，而提供社會支持則是接受社會支持的最有效預測變項；在排除相關因素之影響後，提供社會支持與接受社會支持仍可互相解釋三成變異量。研究者依據結果提出實務工作與後續研究之建議。

關鍵字

臉書 ； 線上專業社群 ； 教師線上社群 ； 提供社會支持 ； 接受社會支持

並列摘要

This study investigates the membership composition of online teacher community and uncovers the important correlates of providing and receiving social support within the online community. An online survey was conducted with 584 elementary school teachers who were members of the largest Facebook teacher group in Taiwan. The major findings were: First, the membership of online teacher community was predominantly represented by female teachers, well-trained professionally, employed as a homeroom teacher, and having 10 or more years of work experience. The teachers joined the online community mainly for knowing more effective teaching methods and skills, promoting personal and professional growth, and obtaining more pedagogical knowledge, and they mainly engaged in reactive online behavior. Second, providing social support and receiving social support were not related to gender, education background, work experience, school size or location, but were related to group experience. Third, among teachers' purposes of joining the online community, getting to know more educational partners who shared similar beliefs was the one that was predictive of providing social support, which was also predicted by online behaviors of pressing ＂Like,＂ responding to photo or video uploaded, responding to comments, and asking others to share problem-solving strategies. Finally, as compared to other correlates, providing support was the best predictor of receiving support, and receiving support was best predicted by providing support, with close to 30% percent of variance being explained after controlling for the effect of other correlates. Based on the findings, suggestions are proposed in terms of teacher professional development and future research

並列關鍵字

Facebook ； Online professional community ； Online teacher community ； Providing social support ； Receiving social support

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