高級中等學校教師實行翻轉教室行為意圖之跨層次研究

A Cross-Level Analysis of Teachers’ Behavioral Intentions to Implement Flipped Classrooms in High Schools

本研究以「動機－機會－能力」觀點探討教師層次之內在動機（接受挑戰、樂 在其中）、外在動機（尋求認可、期待報酬）及能力因素（教師準備度）與學校層 次之機會因素（學校準備度）與教師層次變項聚合之脈絡變數對高級中等學校教師 實行翻轉教室行為意圖的影響。透過34所高級中等學校1,095位教師的問卷調查， 使用階層線性模式分析變數間的關係。研究發現：一、教師個體層次方面，接受挑 戰動機、樂在其中動機、尋求認可動機及教師準備度對教師實行翻轉教室行為意圖 有顯著正向影響；與預期相反，期待報酬動機對教師實行翻轉教室行為意圖有顯著 負向影響。二、學校總體層次方面，平均接受挑戰動機、平均樂在其中動機、平均 尋求認可動機及平均教師準備度對教師實行翻轉教室行為意圖有顯著正向影響；與 預期相反，平均期待報酬動機對教師實行翻轉教室行為意圖有顯著負向影響。三、 教師個體層次交互影響方面，當教師準備度高，期待報酬動機與教師實行翻轉教室 行為意圖的正向關係強度愈強；與預期相反，當教師準備度低，接受挑戰動機與教 師實行翻轉教室行為意圖的正向關係強度愈強。四、跨層次影響方面，當學校準備 度高，樂在其中動機對教師實行翻轉教室行為意圖的正向影響程度愈強。

From the motivation-opportunity-ability perspective, this study explores the effect of teacher-level intrinsic motivation (challenges, enjoyment), extrinsic motivation (outward and compensation), ability factors (teacher readiness), school-level opportunity factors (school readiness), and teacher-level contextual aggregation variables on high school teachers’ intentions to implement flipped classrooms. Based on a survey of 1,095 teachers from 34 high schools, this study used hierarchical linear modeling to analyze the relationship between variables. The results revealed that: (1) In terms of teacher level variables, challenges, enjoyment, outward motivation, and teacher readiness had a positive effect on teachers’ intentions to implement flipped classroom; contrary to expectations, compensation motivation had a negative effect on teachers’ intentions to implement flipped classrooms; (2) Regarding school-level variables, average challenges, average enjoyment, average outward motivation, and average teacher readiness had a positive effect on teachers’ intentions to implement flipped classrooms; however, average compensation had a negative on teachers’ intentions to implement flipped classrooms; (3) With teacher-level interaction, when teacher readiness was high, the positive effect of compensation motivation on teachers’ intentions to implement flipped classrooms was stronger than when teacher readiness was low; contrary to expectations, when teacher readiness was low, the positive effect of challenge motivation on teachers’ intentions to implement flipped classrooms was stronger than when teacher readiness was high; and (4) For cross-level interaction, when school readiness was high, the positive effect of enjoyment motivation on teachers’ intentions to implement flipped classrooms was stronger than when school readiness was low.