臺灣博碩士論文加值系統

教師與家長一直以來都被認為在學生的成長過程中扮演關鍵性的角色，良好的親師溝通不僅可以釐清不同的想法與做法，更可以建立家庭與學校間有效溝通的橋樑，進而達到增進家長的教養知能、提高學生學習效果、促進教師的專業成長等目的。隨著科技的發展，溝通已不能只依賴聯絡簿或通知單型式的紙張作業，妥善地利用E化及M化的溝通方式已形成一種趨勢。過去討論科技接受行為的模式中最被廣泛使用的為TAM。在預測使用者實際使用新科技的行為時，TAM為一有效的精簡模式。而C-TAM-TPB則同時結合TAM與TPB的優點，在預測並解釋使用者行為時將更具解釋力。UTAUT則結合過去解釋科技使用行為的模式中各因素後，使得其解釋力及精簡度與其他科技接受模式相比均較佳。因此，本研究將分別採用TAM、C-TAM-TPB以及UTAUT針對家長與教師利用簡訊進行親師溝通時的行為進行探討，並將三種模式之結果進行比較分析。
研究結果顯示，針對國民小學教師及家長使用行動簡進行親師溝通的三個模式都具有相當的配適度。在模式精簡度方面，以TAM表現最好，其次為UTAUT，而C-TAM-TPB表現最差。TAM模式雖具有最佳的精簡度，但模式的解釋力與其他兩個模式之差異並不大，顯示在分析使用者之科技接受行為時，TAM模式仍為最具代表性。有用性、易用性與主觀規範等都是影響教師與家長利用行動簡訊系統進行親師溝通行為意向的因素。知覺易用性為影響國小教師對於使用行動簡訊系統進行親師溝通的因素中較重要的，但就國小家長而言，行動簡訊系統的知覺有用性較為重要。因此，教育當局應積極營造友善的校園資訊環境，簡化軟體的操作性，並且施行推廣及鼓勵政策，讓家長認知M化親師溝通系統對親子教育的正向助力，以順利推展M化親師溝通系統的建置，進而藉以提升教育成效。

Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper communication. Mobile phone messages could be a convenience tool to issue notices to parents and reduce conflicts due to negligence such as missing phone calls, forgotten alerts, etc. Therefore, this study investigates teacher and parent behavior of adopting mobile phone messages as a parent-teacher communication medium by applying and comparing the TAM, C-TAM-TPB, and UTAUT models. According to the reliabilities, validities, and model adequacies analyses, all three models achieved required levels of reliability, validities, and consistency. The result posits that attitude should be treated as a mediator between perceived usefulness and behavior intention no matter from teacher or parent viewpoint. On the other hand, perceived usefulness, perceived ease of use, and subjective norm are important factors affecting behavior intention to both teachers and parents. However, perceived ease of use is the most important factor affecting teacher behavior and perceived usefulness is the key factor influencing parent behavior. To implement a messaging system successfully, authorities should not only build a friendly information system that is ease to be used but also provide inducements that attract teachers and encourage parent to use the system.

摘要 i
ABSTRACT ii
誌謝辭 iii
目錄 iv
表目錄 vi
圖目錄 viii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究範圍 4
第四節 研究流程 5
第二章 文獻探討 7
第一節 親師衝突 7
第二節 親師溝通意義與重要性 10
第三節 親師溝通方式與影響因素 13
第四節 科技接受行為模式之發展 17
第三章 研究方法 25
第一節 研究模式 25
第二節 研究假說 27
第三節 問卷設計與調查 32
第四節 分析方法 34
第四章 結果分析 36
第一節 樣本結構分析 36
第二節 敘述統計分析 38
第三節 信度、效度分析 44
第四節 模式配適度與精簡度分析 48
第五節 路徑分析 50
第六節 模式間差異性分析 60
第五章 結論與建議 64
第一節 結論 64
第二節 管理意涵 65
第三節 建議 66
參考文獻 68
附錄A 75
附錄B 78

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