幼兒園家長資訊通信科技知能，對其電子化校務參與動機之影響：以審議信念與領導支持為中介

The Impact of Parents’ICT Literacy on e-Participation Motivation in the Kindergarten: Deliberative Belief and Leadership Support as Mediators

本研究以社會科技系統理論所架構之假設模式進行實徵資料驗證，目的在探討幼兒園家長的資訊與通訊科技知能、審議信念與園方領導支持對其電子化校務參與動機之影響。採用問卷調查法，選取全國30所學校之949名家長，透過結構方程模式檢驗模型適切性以及各項假設。結果發現：1.各量表信效度良好，整體模式適配度良好；2.幼兒園家長的資訊與通訊科技知能對審議信念、電子化學校參與動機均有直接正向影響，且透過審議信念之中介作用對領導支持及電子參與動機有間接正向影響，且ICT知能對審議信念及審議信念對領導支持之影響特別明顯；3.幼兒園家長的資訊與通訊科技知能對領導支持產生直接負向影響。本研究結果為幼兒園提具建構電子化家長參與機制之參酌，以對促進家長有效參與學校教育，俾落實教育法令與政策精神、強化親師關係及學生學習成效等作成建議。

"This study presents a modified model of the theory of social-technology system by incorporating deliberative belief and leadership support as mediators of parents’ICT literacy and e-participation motivation in elementary schools and kindergartens. The research involved a questionnaire survey conducted to parents in 30 elementary schools and kindergartens; with 949 valid responses received and subjected to a statistical analysis applying structural equation modeling to verify the research model. The results revealed several findings: 1. The scales used in the study has had an acceptable credibility and reliability. 2. The ICT literacy of the parents has had a significantly positive effects on deliberative belief, leadership support, and e-participation motivation. Among them, five out of six hypotheses were supported, in particular, the stronger effects that deliberative belief have had on leadership support and ICT literacy on deliberative belief. 3. The ICT literacy has had a negative impact on leadership support. All these results imply that the modified e-participation model can be recommended for the construction of parents’e-participation in schools to promote their engagement in education, as well as others including the implementation of educational law and policy, reinforcement teacher-parent relationship, and student’s learning efficacy."