| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 89 === The purposes of this research were to realize the elementary school teachers’ network using motivations, gratifications and correlations between them. And the research took teachers’ background as independence variables to compare the difference of network using motivations. For teachers no using network, the study also explored the reasons they don’t use network. The samples were 580 elementary school teachers chosen form north, middle, south and east part of Taiwan. 488 surveys were available for a valid rate of 84.1%.
The results were as follows:
1.Most teachers no using network are elder and graduating form teacher senior high school.
2.So far as elementary school teachers are concerned, the network using motivations of to search materials, arise personal profession, share teaching experience, and get latest information were stronger；of amusement was weaker.
3.The variable of age, educational background, time of contact network, and on-line time of a week had significant difference in network using motivation.
4.As far as teachers using network are concerned, the network using gratification of arising personal profession, and getting latest information were higher；of amusement was lower.
5.As far as teachers using network are concerned, the correlation between network using motivations and gratifications had significant plus relation.
6.As far as teachers no using network are concerned, the reasons of not use network were busy teaching and administrative work, facing retirement, and lack of equipment and discipline.
7.As far as teachers no using network are concerned, three motivations to push them using network include（1）the need for teaching；（2）abundant equipment, and（3）demand of the education policy or school chairman.
Finally, there were some advises for elementary school teachers, administration and suggestions to further researches.
Keyword: uses and gratifications theory, network using motivations, network using gratifications, elementary school teachers
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