國中數理教師使用教學網站之影響因素研究--計劃行為理論之驗證與其應用

Abstract

本研究目的在於應用國中數理教師使用教學網站的行為相關資料，驗證計劃行為理論（態度、主觀規範以及認知行為控制）預測這項行為的可行性，並透過計劃行為理論找出促進國中數理教師使用教學網站的重要信念，以作為未來教育單位提高國中數理教師使用教學網站的參考依據。共有高屏地區400位國中數理教師完成「國中教師使用教學網站行為模式」問卷，研究結果顯示：態度、主觀規範與認知行為控制對國中數理教師使用教學網站的行為意向具有極佳的解釋預測力；在行為部分，認知行為控制與行為意向對行為變異量也具有相當程度的解釋預測力。另外，本研究利用結構方程模式建構教師使用教學網站的態度，發現學生學習成效與教師教學效能這兩個結果信念，對態度變異量具有充分的解釋力；在教師使用教學網站的主觀規範部分，發現教師使用教學網站的規範信念，對主觀規範變異量也具有充分的解釋力；最後，在教師使用教學網站的認知行為控制部分，發現教師使用教學網站的自我能力信念與支援便利信念，對認知行為控制變異量具有很高的解釋力。因此，應用於教師使用教學網站的行為意向與行為時，計劃行為理論的三個主要成份，從理論或實證上都具有良好的測量模式基礎。

Theory of planned behavior was employed to examine the impact factors for the junior high school teacher using teaching websites. Additionally, the association of attitudes, subjective regulations and recognition behavior control was addressed to facilitate the junior high school teacher using teaching websites. 400 junior high school math and science teachers were invited to fill out the questionnaire regarding the attitude of using teaching websites. Results indicated that the attitudes, subjective regulations and recognition behavior control were significantly predicted the behavior intention of using teaching websites. Further, the recognition behavior control and behavior intention were significantly predicted behavior variation of using teaching websites. Moreover, Structural Equation Modeling was conducted to construct the teachers' attitudes of using teaching websites. Results indicated that student learning outcomes and teacher instruction efficacies were significantly explained teacher attitudes of using teaching websites. Regarding the subjective regulations of using teaching websites, regulation beliefs were highly explanation for the teacher's subjective regulations of using teaching websites. Furthermore, regarding the teachers' recognition behavior control of using teaching websites, beliefs of self-efficacy and support convenience were significantly dominated the teachers' recognition behavior control of using teaching websites. In sum, theory of planned behavior in terms of three essential components was provided as sufficient explanation for the behavior and behavior intention of teachers using teaching websites from both theoretical and empirical perspectives.