The Study on the Effects among Innovativeness, the Willingness of Inservice Education and theAsynchronous Distance Learning Intention forElementary School Teachers

• Main Authors: Meng-Han Su, 蘇孟涵
• Other Authors: Shwu-Ping Guo
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/28128293550670475405

碩士 === 康寧大學 === 運籌與科技管理研究所 === 100 === The purpose of this study was to investigate the relationships among the acceptance of innovation, the intention of in-service education and the intention of asynchronous distance learning in elementary school teachers. Whether these factors were relevant with teachers’ different backgrounds. Finally, predict the support for asynchronous distance learning by the acceptance of innovation and the intention of in-service education 230 elementary school teachers of Jiali District in Tainan were selected. The questionnaire with three kinds of scales and a personal information form was adopted. The subjects were administered the innovation acceptance model, the in-service motivation scale on Internet learning, and the teachers’ motivation scale on asynchronous distance learning. The data was analyzed in statistical methods, including descriptive statistics, reliatility analysis, independent-samples t test, one-way ANOVA, and regression analysis as well as SPSS 12.0. The findings of the study were as follows: 1. The average grades are 3.18 of Elementary school teachers’ acceptance of innovation in 2011. 2. No significant difference was found in terms of gender, age, marital status, and seniority of teaching; however, it was found that teachers with a part-time administrative task have higher acceptance of innovation than those with a part-time administrative task. 3. There are no significant differences between the acceptance of innovation and the intention of in-service education. 4. There are no significant interactions between the acceptance of innovation and the intention of asynchronous distance learning. 5. The intention of in-service education and the intention of asynchronous distance learning are highly relevant among elementary school teachers. 6. Both the acceptance of innovation and the intention of in-service education affect the intention of asynchronous distance learning. Moreover, they can predict the support for asynchronous distance learning more efficiently. Based on the findings of this study, some suggestions were offered to the government, teachers and further studies.