由整合性科技接受模式探討高職教師使用Facebook教師專業社群之行為意向

Using UTAUT to Explore Vocational-high-school Teacher’s Behavioral Intention of Virtual Professional Communities

高秋娟(Chu-Chuan Kao)

指導教授 ： 李隆盛

國立臺灣師範大學/科技學院/科技應用與人力資源發展學系/碩士(2012年)

摘要

教師被期望善用Facebook等社交媒體促進專業發展，裨益學生學習，但高職教師的科技接受模式和使用Facebook教師專業社群的行為意向各為何？本研究目的在於：(1)了解高職教師使用Facebook教師專業社群之現況與差異；和(2)了解影響高職教師使用Facebook教師專業社群行為意向之因素。本研究以高職在職教師為對象，進行滾雪球抽樣，共計發放250份問卷，獲得實際有效問卷為147份。所得資料以SPSS與AMOS統計軟體分析，以描述性統計、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、迴歸分析與結構方程等統計方式進行資料分析處理。研究結果如下：(1)高職教師使用Facebook教師專業社群之績效期望、易用期望、社會影響與行為意向構面均達中等以上水準，且於學校性質、任教年資上具有顯著差異。(2)績效期望、易用期望與社會影響構面會正向影響高職教師使用Facebook教師專業社群之行為意向。(3)研究之調節變項（性別、年齡、學校性質、任教年資、使用Facebook教師專業社群年資與每週使用Facebook教師專業社群時數）對高職教師使用Facebook教師專業社群之行為意向均未產生顯著調節作用。

關鍵字

整合性科技接受模式 ； 社交媒體 ； 社群網站 ； Facebook教師專業社群

並列摘要

In order to improve professional development and teaching skills, teachers are expected to well-use social media, such as Facebook, in their daily work. However, we have not seen a lot of researches focusing on the technology acceptance model and the behavioral intention of using Facebook virtual professional community for vocational-high-school teachers. This research concentrated on 1) understanding the current tendency and the difference of the vocational-high-school teachers who used Facebook virtual professional community; and 2) understanding the factors impacting the behaviors of those teachers. This research targeted those vocational-high-school teachers who are still on duty. Within a snowball sampling, 250 questionnaires have been distributed and 147 copies of feedbacks were collected. The collected data were analyzed by descriptive statistics, one-simple t test, independent-sample t test, one-way ANOVA, regression analysis and SEM methods in SPSS and AMOS. The results showed:
1. The vocational-high-school teachers who used Facebook virtual professional community have above-average level on performance expectancy, effort expectancy, and social influence. However, we saw significant variances caused by the different types of high schools and the length of teaching experience.
2. The performance expectancy, effort expectancy, and social influence had positive impacts on the behavioral intention of the vocational-high-school teachers who used Facebook virtual professional community.
3. As moderator variables, gender, age, types of schools, length of teaching experience, length and weekly usage of using Facebook virtual professional community are not significant to impact the behavioral intention.

並列關鍵字

unified theory of acceptance and use of technology (UTAUT) ； social meida ； social network service ； teacher’s professional community in Facebook

參考文獻

賴怡君（2011）。國民中學教師知識管理素養與專業發展知能相關之研究。暨南國際大學教育政策與行政學系碩士論文，未出版，南投。

陳儒昕、黃金花（2006）。幼兒園教師運用網路社群實踐專業發展之探討。幼兒保育學刊，4，123-139。

吳尚廷、陳五洲（2011）。社群媒體網站對體育輔助教學之應用─以Facebook粉絲專頁為例。臺灣體育論壇，2，1-10。

高熏芳、曾培妮（2010）。Web 2.0時代的教師專業發展。臺灣教育雙月刊，664，11-20。

王千倖（2003b）。以「網路同儕教學」建構「網路學習社群」之行動研究。彰化師大學報：科學教育類，48（1），119-142。