影響國民小學教師科技壓力與資訊科技融入教學自我效能感之因子探究

Factors Affecting Elementary School Teachers’ Technostress and Sense of Self-Efficacy in Integrating Information Technology Into Teaching

本研究旨在探討國小教師科技壓力與資訊科技融入教學自我效能感之影響因子。研究採混合方法，以量化之結構方程模型分析為主，並輔以蒐集參與者之質化意見作為結果詮釋。研究中所探討之變項包括教師所覺知之學校支持度、教師專業度、阻礙性科技壓力源、科技壓力、資訊科技融入教學之自我效能感。本研究採隨機抽樣方式，透過線上問卷對國小教師進行調查，有效樣本共206份。資料以結構方程模型進行分析，結果顯示：一、教師所覺知的學校支持度未顯著影響其科技壓力；二、教師所覺知的教師專業度顯著負向影響其科技壓力；三、教師所覺知的阻礙性科技壓力源顯著正向影響其科技壓力；四、教師所覺知的科技壓力顯著負向影響其資訊科技融入教學之自我效能感。據此，本研究亦分析參與者之意見，補充量化分析結果，期能提供具體建議與實務參考。

This study identified factors affecting elementary school teachers’ technostress and sense of self-efficacy in integrating information technology into teaching. The variables examined included teachers’ perceived school support, professional competence, hindrance techno-stressors, technostress, and sense of self-efficacy regarding the integration of information technology into teaching. Data were collected from 206 elementary school teachers in Taiwan through random sampling and online questionnaires. Structural equation modeling was used to examine relationships among the variables. The structural equation modeling results revealed that professional competence and hindrance techno-stressors significantly affected technostress, which in turn negatively affected the teachers’ sense of self-efficacy. By contrast, perceived school support did not have a significant effect. In the final stage of the study, the participants’ opinions were analyzed to validate the quantitative findings and provide practical recommendations.