以整合型科技接受模式探討國小教師參與網路學習社群對專業成長影響之研究：以使用行為、組織信任為中介變項

Effects of Online Learning Communities on the Professional Development of Elementary School Teachers: Applying the Unified Theory of Acceptance and Use of Technology With Usage Behavior and Organizational Trust as Mediators

10.6925/SCJ.202306_19(2).0003

蕭佳純(Chia-Chun Hsiao)

專業成長 ； 組織信任 ； 網路學習社群 ； 整合性科技接受模式 ； professional development ； organizational trust ； online learning community ； unified theory of acceptance and use of technology

教育研究與發展期刊

19卷2期（2023 / 06 / 30）

79 - 111

繁體中文;英文

本研究主軸為在2020至2022年間，學校因為疫情關係而採用網路學習社群方式進行教師的專業成長活動，探討教師們在參加後的專業成長程度。在研究架構上，以整合性科技接受模式為基礎，討論教師參與網路學習社群的行為意圖對於專業成長的影響，並且以使用行為、組織信任為中介變項。研究對象為疫情期間採用網路學習社群的73所學校及656位教師，採用的分析方法為階層線性模式。研究結果顯示，在直接效果方面，教師參與網路學習社群的行為意圖對使用行為及專業成長有正向的直接影響；同事信任對專業倫理以及專業反思有顯著的正向影響，而行政信任則對專業成長的四個構面都有正向的影響，反觀校長信任則不會對專業成長的任何構面產生影響。在中介效果方面，不同構面的行為意圖可透使用行為的部分或完全中介對不同構面的專業成長產生間接影響。而當組織信任為中介變項時，本研究發現，績效期望透過同事信任的部分中介對專業倫理產生間接影響、努力期望透過行政信任的部分中介對專業實踐產生間接影響、社會影響透過行政信任的部分中介對專業反思產生間接影響。

This study analyzed the professional development of elementary school teachers who participated in online-learning-community-led professional development activities during the COVID-19 pandemic from 2020 to 2022. The unified theory of acceptance and use of technology was applied to describe how the behavioral intention of teachers to participate in online learning communities affects their professional development through the mediators of usage behavior and organizational trust. This study recruited 656 teachers from 73 schools who were part of online learning communities during the pandemic, and hierarchical linear modeling was used for data analysis. The research results revealed that the teachers' behavioral intention to participate in online learning communities positively and directly influenced their professional development, their trust in their colleagues had significant and positive effects on their levels of professional ethics and professional reflection, and their trust in the administration of the course had positive effects on four dimensions of professional development. However, the teachers' trust in their principals did not significantly influence their professional development. In terms of mediating effects, behavioral intention indirectly affected professional development, with usage behavior serving as a partial or full mediator. When organizational trust was included as a mediator, performance-related expectations indirectly affected professional ethics and trust in one's colleagues served as a partial mediator; effort-related expectations indirectly affected professional practice and trust in the administration of the course served as a partial mediator; and social influence indirectly affected professional reflection and trust in the administration of the course served as a partial mediator.

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