科技接受模式是探討個人對科技使用意圖的最有影響的理論之一。然而，有很多主要因素建立在理論基礎和實際狀況上，而這些因素會影響個別使用者。因此，本研究旨於探討即時通訊軟體的應用對國小教師親師溝通之正、負向影響。本研究亦採用溢出理論來探討影響國小教師使用LINE在親師溝通上的因素。參與研究有350位國小教師，量表設計為九個構面，包含：自主性、即時溝通、記錄保存、回復期待、公私分界、工作量過多、溝通效能差、正向態度、負向態度與使用意圖。
　　本研究結果發現一些現象，如：一、即時通訊軟體LINE的使用自主性、即時溝通與記錄保存對國小教師在親師溝通具有正向態度之影響，不同年資與學校規模，在記錄保存上具有差異性；二、即時通訊軟體正向態度會對教師的使用意圖具有正向影響，且不同性別，在正向態度上具有差異性；三、教師對於通訊軟體的公私分界、工作量過多與溝通效能差會對親師溝通具有負向態度之影響，且不同學校規模，在工作量過多具有差異性。然而，教師對於通訊軟體的回復期待會對親師溝通未具有負向態度之影響；四、時通訊軟體負向態度會對教師的使用意圖具有負向影響。本研究亦發現教師使用LINE於親師溝通上，公私分界、工作量過多與溝通效能差這些負面因素仍須被重視。
　　本研究發現即時通訊軟體的應用對國小親師溝通有正向與負向影響。因此，建議教育部應舉辦更多親師溝通增能研習，並可教導科技使用禮儀，可有效且和諧的使用智慧型手機進行親師溝通。

The technology acceptance model (TAM) is one of the most influential models of individual's intention to accept and use technology. However, there are many primary factors might influence specific user based on its theoretical assumption and its practical effectiveness. Thus, our study aims to explore the positive and negative impact of applying instant messenger on teacher-parent communications in elementary schools. We also adopt the spillover theory to explore the factors that affecting the teacher-parent communication in elementary schools by using LINE. The 350 valid samples were collected and the orientation questionnaire was developed, consisting of nine elements, including autonomy, instant communication, record keeping, response expectations, public-private boundary, over workload, poor communication, positive attitude, negative attitude and use intention.
Our results discovered a few particular phenomena, such as (1) There was a positive impact among autonomy, instant communication, record keeping, and positive attitude; moreover, there was a significance between record keeping and positive attitude according to different job tenure and school sizes; (2) The positive impact were discovered between positive attitude and use intention; furthermore, there was a significance between positive attitude and use intention in different gender; (3) There was a negative impact among public-private boundary, over workload, and poor communication and negative attitude; in addition, the significant difference showed in over workload and negative attitude in the different school categories. However, there was no significance between response expectations and positive intention; (4) There was a negative impact between negative attitude and use intention. Another finding of ours indicated that the importance of public-private boundary, over workload and poor communication on LINE instant messenger.
In conclusion, our results discovered the importance of positive and negative impact of the applying instant messenger on teacher-parent communications. The ministry of education should hold more workshops for coaching the manner of accomplishing mutually beneficial interaction and harmonious between parenting and teaching by using the communication application on smartphone.

中文部分
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10、 陳詩盈（2015）。即時通訊軟體LINE的應用偏好度對組織溝通效能及團隊凝聚力之影響-以工作壓力為調節變項。國立中央大學人力資源管理研究所在職專班碩士論文，桃園縣。 取自https://hdl.handle.net/11296/h2r4b5
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