以整合性科技接受理論探討屏東縣國民小學英語教師利用網路社群進行教師專業成長之研究   全文下載

A Study Based on UTAUT to Probe the Teacher's Professional Development by Participating in Online Community of Elementary School English Teachers in Pingtung County

本研究旨在探討屏東縣國民小學（後稱國小）英語教師利用網路社群進行教師專業成長之現況，以整合性科技接受理論為理論基礎，分析屏東縣國小英語教師之績效期望、努力期望及社會影響與行為意圖的相關性，研究結果如下：一、屏東縣國小英語教師利用網路社群進行教師專業成長之現況屬於中等以上程度；二、績效期望不因個人背景而有差異；三、努力期望會因經驗的不同而具有差異；四、社會影響會因任教學校地區和自願性之不同而呈現差異。

This study aimed to explore the condition of the teacher’s professional development by participating in online community of elementary school English teachers in Pingtung County. It was based on Unified Theory of Acceptance and Use of Technology (UTAUT) to analyze the correlation between performance expectancy and behavioral intention, effort expectancy and behavioral intention, and social influence and behavioral intention. Furthermore, it attempted to compare the diverseness among those different backgrounds in performance expectancy, effort expectancy, and social influence. The findings of this study are as follow: 1. The level of participating in online community for professional development is above moderate; 2. The background variables make no difference in performance expectancy; 3. The level of effort expectancy is above moderate, and the background variables make difference in it like experience; 4. The level of social influence is above moderate, and the background variables make difference in it like voluntariness and location.