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系統識別號 U0026-0812200915173198
論文名稱(中文) Computer Self-efficacy, School Supports and Usage of Information Technology in Taiwan High School Education
論文名稱(英文) Computer Self-efficacy, School Supports and Usage of Information Technology in Taiwan High School Education
校院名稱 成功大學
系所名稱(中) 國際經營管理研究所碩士在職專班
系所名稱(英) Institute of International Management (IIMBA--Master)(on the job class)
學年度 97
學期 2
出版年 98
研究生(中文) 張麗莎
研究生(英文) Li-Sha Chang
電子信箱 pyhcls@ms27.hinet.net
學號 ra793127
學位類別 碩士
語文別 英文
論文頁數 100頁
口試委員 指導教授-廖俊雄
召集委員-簡慧貞
口試委員-呂錦山
口試委員-楊曉瑩
口試委員-鄭永祥
中文關鍵字 None 
英文關鍵字 Technology Acceptance Model (TAM)  Education  Taiwan.  Computer self-efficacy  School support 
學科別分類
中文摘要 None
英文摘要 Nowadays, high school teachers in Taiwan using computer technology in teaching still need to overcome complex and difficult systems. In particular, teachers always receive tremendous pressures from school management and parents who hope to allow their students to achieve high scores for entering top universities. Generally speaking, in some subjects teachers are still teaching in a traditional style without using information technology. Different teachers have their own attitudes towards using information technology in teaching and act differently. In this research, we propose that computer self-efficacy and school support factors are very important in terms of involving high school teachers to use information technology in education.
The objective of this study is to increase our understanding of high school teachers in Taiwan, in order to involve information technology in teaching. Consequently, this study develops a novel extended TAM model and investigating the effects of computer self-efficacy and school supports in teachers’ usage of information technology in high school education. In doing so, 220 sample sizes are drawn. Based on the finding, the empirical results indicate that computer self-efficacy impact perceived ease of use and perceived usefulness. However, school supports only influence perceived usefulness and not the attitude toward using information technology in education. Moreover, attitude toward using information technology in education had the predominant effect on behavior and intent to use.
論文目次 ACKNOWLEDGEMENTS I
ABSTRACT II
TABLE OF CONTENTS I
LIST OF TABLES IV
LIST OF FIGURES V
CHAPTER ONE INTRODUCTION 1
1.1 Research Background and Motivation. 1
1.2 Research Objectives of this Study. 6
1.3 Scope and Limitation of the Study. 7
1.4 Research Organization. 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Information Technology in Education in Taiwan. 9
2.1.1 The Definition of Information Technology. 9
2.1.2 Development of Information Education in Taiwan. 10
2.1.3 The Basic Information Quality of Teachers. 13
2.1.4 Advantages of Using Information Technology in Teaching. 15
2.2 TRA and TAM. 15
2.2.1 Theory of Reasoned Action (TRA). 15
2.2.2 Technology Acceptance Model (TAM). 16
2.3 Previous Studies Based on TAMs. 17
2.3.1 Related Literature. 17
2.3.2 Computer Self-Efficacy (CSE). 23
2.3.3 School Supports (SS). 26
2.3 Demographic Characteristics. 28
2.3.1 Age. 29
2.3.2 Gender. 29
2.3.3 Teaching Experience. 30
2.3.4 Computer Training. 30
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 32
3.1 The Conceptual Model. 32
3.1.1 Computer Self-Efficacy. 33
3.1.2 Perceived Ease of Use. 34
3.1.3 Perceived Usefulness. 35
3.1.4 School Support. 36
3.1.5 Attitude toward Using. 36
3.2 Questionnaire Design and Construct Measurement. 39
3.2.1 Computer Self-Efficacy. 39
3.2.2 Perceived Usefulness. 40
3.2.3 Perceived Ease of Use. 41
3.2.4 Attitude toward Using. 41
3.2.5 Behavioral Intention to Use. 41
3.2.6 School Support. 42
3.3 Data Analysis Method. 43
3.3.1 Descriptive Statistics Analysis. 43
3.3.2 Reliability Analysis. 43
3.3.3 One-way Analysis of Variance (ANOVA). 44
3.3.4 Confirmatory Factor Analysis (CFA). 44
3.3.5 Structural Equation Modeling (SEM). 45
CHAPTER FOUR RESULTS OF EMPIRICAL ANALYSES 48
4.1 Descriptive Analysis. 48
4.1.1 Data Collection. 48
4.1.2 Characteristics of Respondents. 49
4.2 Factor Analysis and Reliability Test. 53
4.2.1 Factor Analysis. 53
4.2.2 Reliability Analysis. 56
4.3 Comparisons of Research Constructs with Gender, School Type and Age. 58
4.4 Confirmatory Factor Analysis (CFA). 62
4.5 Structural Equation Modeling (SEM). 66
CHAPTER FIVE CONCLUSION AND SUGGESTIONS 73
5.1 Conclusions. 73
5.2 Managerial Implications. 75
5.3 Contribution of this Study. 76
5.4 Research Limitations and Suggestions for Future Research. 77
REFERENCES 79
CHINESE REFERENCES 85
APPENDIX SURVEY QUESTIONNAIRE 86
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