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
Discussion of effects of elementary school teachers’ participation in online learning community on professional development through unified theory of acceptance and use of technology: using used behavior, organizational trust as mediators
蕭佳純
Chia-Chun Hsiao
Doi:10.6925/SCJ.202306_19(2).0003
Chia-Chun Hsiao
Doi:10.6925/SCJ.202306_19(2).0003
所屬期刊: |
第19卷第2期 主編:國立彰化師範大學教育研究所教授 龔心怡 |
---|---|
系統編號: | vol073_03 |
主題: | 測驗與評量 |
出版年份: | 2023 |
作者: | 蕭佳純 |
作者(英文): | Chia-Chun Hsiao |
論文名稱: | 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 |
論文名稱(英文): | Discussion of effects of elementary school teachers’ participation in online learning community on professional development through unified theory of acceptance and use of technology: using used behavior, organizational trust as mediators |
共同作者: | |
最高學歷: | |
校院名稱: | |
系所名稱: | |
語文別: | 中文 |
論文頁數: | 32 |
中文關鍵字: | 專業成長;組織信任;網路學習社群;整合性科技接受模式 |
英文關鍵字: | professional development;organizational trust;online learning community;unified theory of acceptance and use of technology |
服務單位: | 國立臺南大學教育學系教授 |
稿件字數: | 23346 |
作者專長: | |
投稿日期: | 2023/4/17 |
論文下載: | |
摘要(中文): | 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。 |
摘要(英文): | 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. |
參考文獻: | 何希慧、陳政暉(2022)。國民中學教師知覺校長關係領導對組織學習影響之研究 ─以組織信任為中介變項。教育行政與評鑑學刊,31,1-42。 李建億、楊雅斐、房靖騰(2014)。使用Facebook 進行非同步合作學習對學生媒介 認知度及參與度影響之研究。華醫學報,40,113-122。 林廷華(2018)。創造力訓練方案對幼兒教師專業成長效果之研究。正修通識教育 學報,15,51-86。 林志隆、楊乃靜(2013)。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。數位學習科技期刊,5(3),1-23。https://doi.org/10.3966/20712 60X2013070503001 林鉦棽(2004)。休閒旅館業從業人員的組織公正、組織信任與組織公民行為關西: 社會交換理論觀點的分析。中華管理學報,5(1),91-112。https://doi.org/10. 30053/CHJM.200403.0006 林鉦棽、蕭淑月、何慧清(2005)。社會交換理論觀點上之組織支持、組織知識分 享行為與組織公民行為相關因素之研究: 以信任與關係為分析切入點。人力資源管理學報,5(1),77-110。https://doi.org/10.6147/JHRM.2005.0501.03 高熏芳、曾培妮(2010)。Web 2.0 時代的教師專業發展。台灣教育,664,11-20。 https://doi.org/10.6395/TER.201008.0011 張基成(2004)。網路學習社群成員線上討論分享行為表現的落差與對策─兩極 化與集中化現象之探討。空中教學論叢,18,43-75。 張德銳、郭淑芳(2011)。我國中小學教師專業發展實務與研究的問題與展望。師 資培育與教師專業發展期刊,4(2),21-43。https://doi.org/10.6764/JTEPD. 201112.0021 許佩玲、易正義(2016)。臉書社群有助於翻轉教學。亞東學報,36,63-81。 許振家、吳秋慧(2014)。偏遠地區教師專業發展的困境與突破。學校行政,90, 108-126。https://doi.org/10.3966/160683002014030090005 許順旺、張姮燕、許中駿、韋孝昀(2016)。員工知識分享重要嗎?組織支持干擾 組織信任、組織公民行為與知識分享關係之研究。人力資源管理學報,16(3), 29-59。https://doi.org/10.6147/JHRM.2016.1603.02 連倖誼、張雅筑(2017)。教師專業學習社群信念與教學效能之研究。師資培育與 教師專業發展期刊,10(1),75-103。https://doi.org/10.3966/207136492017041001004 陳至柔、吳如娟、吳有諒(2014)。授權賦能與組織信任對服務導向組織公民行為 影響之研究─以公立社福機構為例。服務業管理評論,12,40-66。 陳棟樑、黃明一、周瓊瑤(2017)。臺中市教師專業學習社群與教師專業發展之研 究。管理資訊計算,6(1),34-43。https://doi.org/10.6285/MIC.6(S1).04 馮莉雅、曾素秋、陳昭宇(2020)。以系統動態學觀點探討影響中小學教師專業發 展因素:以教學訪問教師計畫為例。課程與教學季刊,23(4),153-196。https:// doi.org/10.6384/CIQ.202010_23(4).0006 黃錦雄、林育毅、顏慶祥(2012)。屏東縣國小教師參與學校本位進修意願與困擾 因素之研究。國立屏東教育大學學報教育類,38,301-338。 楊淇淯、于富雲(2015)。臉書社團功能在技職體系回流教育應用之研究:使用者 觀感與線上行為之分析。教育傳播與科技研究,111,1-24。https://doi.org/10. 6137/RECT.2015.111.01 劉世雄(2014)。教育改革中教師應有的角色與作為。師友月刊,568,1-4。 蕭佳純(2018)。參與創造力教學工作坊對教師創造力教學行為影響研究。清華教 育學報,35(2),1-33。https://doi.org/10.6869/THJER.201812_35(2).0001 蕭佳純(2020)。多層次分析理論與HLM 操作實務─含縱貫性研究與創造力應用。五南。 蕭佳純(2022)。創意自我效能、工作價值觀對教師創造力教學影響之研究:專業學習社群與教師信任的跨層次分析。教育科學研究期刊,67(1),255-289。 https://doi.org/10.6209/JORIES.202203_67(1).0009 謝傳崇、吳麗珠(2016)。國小教師知覺校長情緒勞務與歸屬感關係之研究─以組織信任為中介變項。教育理論與實踐學刊,34,57-89。https://doi.org/10.7038/ JETP.201612_(34).0003 謝傳崇、李勁霆、邱盈彰(2021)。校長情緒智慧領導對教師組織公民行為之影響: 組織信任的中介角色。教育行政與評鑑學刊,29,35-64。 鍾才元、陳伊菱(2016)。教師線上社群之成員組成特性與社群內提供及接受社會支持之相關因素:一個教師臉書社團之調查發現。教育傳播與科技研究,113,63-88。https://doi.org/10.6137/RECT.2016.113.04 Adams, P. R., Jr. (2018). An examination of teacher trust in the principal and the implementation of skills learned in professional development (Publication No. 10978192) [Doctoral dissertation, Oakland University]. ProQuest Dissertations Publishing. Amador, P. V., & Amador, J. M. (2017). Academic help seeking: A framework for conceptualizing Facebook use for higher education support. TechTrends, 61(2), 195-202. https://doi.org/10.1007/s11528-016-0135-3 Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037//0022-3514.51.6.1173 Bissessar, C. S. (2014). Facebook as an informal teacher professional development tool. Australian Journal of Teacher Education, 39(2), 121-135. https://doi.org/10.14221/ajte.2014v39n2.9 Bledsoe, C., & Pilgrim, J. (2016). Creating “Spaces” for professional development: Education organizations’ use of Facebook. The Journal of Social Media in Society, 5(1), 89-110. Bryk, A. S., & Raudenbush, S.W. (1992). Hierarchical linear models: Applications and data analysis methods. Sage. Celep, C., & Yilmazturk, O. E. (2012). The relationship among organizational trust, multidimensional organizational commitment and perceived organizational support in educational organizations. Procedia-Social and Behavioral Sciences, 46, 5763-5776. https://doi.org/10.1016/j.sbspro.2012.06.512 Conte, L. T. (2015). Trust and organizational learning in service businesses in the united states: A correlational study (Publication No. 3688356) [Doctoral dissertation, Capella University].ProQuest Dissertations Publishing. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 903-1028. https://doi.org/10.1287/mnsc.35.8.982 Evers, A. T., Kreijns, K., & Van der Heijden, B. I. J. M. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162-178. https://doi.org/10.1080/0158037X.2015.1055465 Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport Education and Society, 19(7), 927-943. https://doi.org/10.1080/13573322.2013.858624 Guinot, J., Chiva, R., & Mallen, F. (2013). Organizational trust and performance: Is organizational learning capability a missing link?Journal of Management & Organization, 19(5), 559-582. https://doi.org/10.1017/jmo.2014.3 Helstad, K., & Moller, J. (2013). Leadership as relational work: Risks and opportunities. International Journal of Leadership in Education, 16(3), 245-262. https://doi.org/10.1080/13603124.2012.761353 Kabilan, M. K. (2016). Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development. Australasian Journal of Educational Technology, 32(1), 19-31. https://doi.org/10.14742/ajet.2052 Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2),630-643. https://doi.org/10.1016/j.compedu.2010.02.023 Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487-504. https://doi.org/10.1111/jcal.12007 Matthews, L. J., & Crow, G. M. (2010). The principalship: New roles in a professional learning community. Pearson. Nyhan, R. C. (2000). Changing the paradigm: Trust and its role in public sector organizations.American Review of Public Administration, 30(1), 87-109. https://doi.org/10.1177/02750740022064560 Patahuddin, S. M., & Logan, T. (2015). Facebook as a learning space: An analysis from a community of practice perspective [Paper presentation]. The 38th Annual Meeting of the Mathematics Education Research Group of Australasia, Sunshine Coast, Queensland,Australia. Ranieri, M., Manca, S., & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. https://doi.org/10.1111/j.1467-8535.2012.01356.x Sambrook, S. (2009). Critical HRD: A concept analysis. Personnel Review, 38(1), 61-73.https://doi.org/10.1108/00483480910920714 Theodorakis, Y. (1994). Planned behavior, attitude strength, role identity, and the prediction of exercise behavior. The Sport Psychologist, 8(2), 149-165. Tschannen-Moran, M. (2014). The interconnectivity of trust in schools. In D. V. Maele, P. B. Forsyth, & M. V. Houtte (Eds.), Trust elationships and school life: The influence of trust on learning, teaching, leading, and bridging (pp. 57-81). Springer. https://doi. org/10.1007/978-94-017-8014-8_3 Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540 Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438. https://doi.org/10.1111/j.1467-8535.2011.01195.x Yu, M. C., Mai, Q., Tsai, S. B., & Dai, Y. (2018). An empirical study on the organizational trust, employee-organization relationship and innovative behavior from the integrated perspective of social exchange and organizational sustainability. Sustainability, 10(3),864. https://doi.org/10.3390/su10030864 |
熱門期刊下載排行