洪榮昭HONG, Jon-Chao許天藍HSU, Tien-Lan2020-12-142020-07-212020-12-142020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0007A02106%22.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/110155在現今的數位時代，即時通訊（Instant massages，簡稱IM）成為主要溝通趨勢。有些教師在與學生及家長溝通互動時，因應新時代來臨，願意突破傳統紙筆或面談方式，改以即時通訊聯繫。使得溝通更便捷，但也帶來訊息超載的困擾。 為瞭解並試圖找出解決此問題的策略，本研究藉由問卷調查來蒐集資料，並以使用與滿足理論為基礎，探討影響學校教師使用即時通訊的因素（以LINE為例──臺灣用於溝通最受歡迎的即時通訊軟體）。本問卷經參酌相關文獻後編修，內容包括「創造性教師教學信念」、「訊息超載」、「教師自我達成使用目的性」、「教師與家長互動達成目的性」、「教師與學生互動達成目的性」、「教師持續使用意向」等向度。本研究以臺灣臺北市、新北市、桃園市、臺中市、臺南市、高雄市等六都地區共282位公立國民中學導師為研究參與對象。 本研究將問卷所得資料運用結構方程模式統計分析，研究結果發現： 一、六都地區公立國中導師創造性教師教學信念屬於中等偏高。 二、六都地區公立國中導師教師自我達成使用目的性、教師與家長互動達成目的性為中等偏高；教師與學生互動達成目的性屬於中等。 三、六都地區公立國中導師教師知覺訊息超載屬於中等偏高。 四、六都地區公立國中導師教師持續使用意向屬於中等偏低。 五、創造性教師教學信念對教師知覺訊息超載情形顯著負相關。 六、教師知覺訊息超載對教師自我達成使用目的性顯著負相關。 七、教師知覺訊息超載對教師與家長互動達成目的性顯著負相關。 八、教師知覺訊息超載對教師與學生互動達成目的性顯著負相關。 九、教師自我達成使用目的性對教師持續使用意向顯著正相關。 十、教師與家長互動達成目的性對教師持續使用意向顯著正相關。 十一、教師與學生互動達成目的性對教師持續使用意向顯著正相關。 十二、六都地區不同背景變項之公立國中導師在各構面均無顯著差異。 依據上述研究結果，本研究提出建議如下，盼能解決教師知覺訊息超載問題，促進教師使用即時通訊軟體進行親、師、生溝通互動之意願。 一、提升教師創造性教學信念以降低教師知覺訊息超載情形。 二、降低教師知覺訊息超載情形以提升教師達成使用目的性。 三、提升教師達成使用目的性以增進教師持續使用意向。In this digital age, instant massages (IM) have become the main trend of communication. When communicating with students and parents, some teachers are willing to break through traditional paper notice or face-to-face interviews and switch to instant messaging instead. It makes communication more convenient, but also brings the trouble of information overload. To understand this issue, this study based on the use and gratification theory to explore the factors affecting the use of instant messaging by school teachers, then this study took LINE as an example (i.e., as it’s the most popular instant messaging software in Taiwan). This questionnaire items adaped from previous study and was edited by domain experts to ensure the face validity; constructs including: "creative teacher teaching beliefs", " teachers' perception of information overload", "level of achieving teacher self-using purpose ", " level of achieving teacher-parent interaction purpose", " level of achieving teacher-student interaction purpose", "teacher’s intention to keep using ". In addition, data of 282 were collected from public junior high teachers in six metropolitan areas. Applying first-order confirmatory factor analysis to examine the suitablitty of questionnaire items, the reliability and validity of questionnaire were examined. Then, model fit and path analysis were taken to verify the research model. The results of this study indicated: 1. Creative teacher teaching beliefs can negatively predict teachers' perception of information overload. 2. Teachers' perception of information overload can negatively predict level of achieving teacher self-using purpose. 3. Teachers' perception of information overload can negatively predict level of achieving teacher-parent interaction purpose. 4. Teachers' perception of information overload can negatively predict level of achieving teacher-student interaction purpose. 5. Level of achieving teacher self-using purpose can positively predict teacher’s intention to keep using. 6. Level of achieving teacher-parent interaction purpose can positively predict teacher’s intention to keep using. 7. Level of achieving teacher-student interaction purpose can positively predict teacher’s intention to keep using. Based on the results, this study proposes the following suggestions, hoping to solve the problem of teachers' perception of information overload and promote teachers' willingness to use instant messaging software for parent-teacher and student communication and interaction. 1. Improve creative teacher teaching beliefs to reduce teachers' perception of information overload. 2. Reduce " teachers' perception of information overload to improve level of achieving teacher self-using purpose, level of achieving teacher-parent interaction purpose, and level of achieving teacher-student interaction purpose. 3. Improve level of achieving teacher self-using purpose, level of achieving teacher-parent interaction purpose, and level of achieving teacher-student interaction purpose to improve teacher’s intention to keep using.即時通訊親師生溝通創造性教學信念使用與滿足理論訊息超載Instant massagesTeachers’ mentoring communicationCreative teaching beliefsUses and gratification theoryInformation overload