A Sduty of the Utilization Behaviors of SFS Applying Ex-tended Technology Acceptance Model

• Main Authors: Chang-Chun Liu, 劉昌鈞
• Other Authors: Ching-Torng Lin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/40034621682735611621

碩士 === 大葉大學 === 資訊管理學系碩士在職專班 === 95 === In order to reduce the loads of the school staff and enhance the efficiency, the ele-mentary and junior high schools in Taiwan have been actively working on school man-agement informationlize. The current School Free Software (SFS) systems were de-signed in the way of open source and free software design to integrate the school staff’s needs. Due to the specialties of the developing environments and models, this research is especially concerned about the issues of the school staff’s dependence on SFS, their behavior models and the differences among their utilization behaviors. TAM is an effective method to analyze the users’ acceptance and behaviors while using SFS. Information quality is one of the key factors that may influence the success of information system. This research is to discuss the interrelation between the informa-tion quality and the behavior intention to use SFS. In this research, the TAM was em-ployed as the analytical framework; information quality as the external variables; com-pleteness, format, precision and currency as the sub-dimensions of information quality. SEM was used to testify the data and model fit indices. Subjects of the research were elementary and junior high school teachers who use SFS in Cuanghua County. Here are some findings in this research. (I) There is a high dependence on SFS. (II) The differ-ences among the school staff’s utilization behaviors are due to the differences of their job property. (III) Completeness, precision and currency are prominent external vari-ables, but format is not. This can be attributed to the generally high education level of the subjects. Based on the findings, some suggestions are made to elevate the acceptance of SFS. First, the teachers and the employees should not ignore their own responsibilities. They are responsible for the completeness, precision and currency of the data since they are not only the users, but also the data builders. Secondly, the school authorities should appropriately hold seminars to assist the school staff in establishing complete, accurate and up-to-date data.