以計畫行為理論探究桃園地區國小教師素養導向教學行為之研究

Study on the Competence-based Instruction Behavior of Elementary School Teachers in Taoyuan with the Theory of Planned Behavior

本研究以計畫行為理論為架構，分析國小教師實施素養導向教學行為之影響因素關係模式，釐清「態度」、「主觀規範」與「知覺行為控制」對教師使用素養導向教學「意向」與「行為」之影響關係。 依據桃園市國小教師的511份有效問卷分析，目的在驗證「國小教師素養導向教學行為模式」，以Ajzen（1985）計畫行為理論為理論基礎驗證變項間關係。以統計工具軟體SPSS 25.0進行描述性統計，再以AMOS 25.0進行結構方程模式（SEM）分析。研究結論：一、教師實施素養導向教學之「行為」受「態度」、「知覺行為控制」所影響；二、教師實施素養導向教學之「意向」具部分中介效果；三、教師背景變項不具調節效果。並根據研究結果提出具體建議。

This study uses the theory of planned behavior as the framework, analyze the influence factors relationship pattern of the elementary school teachers to implement competence-based instruction behavior. To clarify the influence factors relationship pattern of the ''attitude'', ''subjective norms'' and ''perceived behavior control'' on teachers to implement competence-based instruction ''intent'' and ''behavior''. Based on the analysis of 511 valid questionnaires from elementary school teachers in Taoyuan City, the purpose is to verify the relationship between variants based on the theory of planned behavior (Ajzen, 1985). The analytic method use the statistical tool software SPSS 25.0, and the structural equation modeling (SEM) with AMOS 25.0. The results show: first, the competence-based instruction ''behavior'' of elementary school teachers in Taoyuan City is influenced by ''attitude'' and ''perceived behavior control''; second, the competence-based instruction ''intention'' of elementary school teachers in Taoyuan City is the mediator; third, the teacher's background variable does not have the effect of modiator. According to the results of the study, some suggestions are proposed.