| Summary: | 碩士 === 大葉大學 === 工業工程與管理學系 === 104 === The purpose of this study is to investigate in regular class teachers’ behavioral intention to participate in the evaluation process of at-risk students in elementary schools, and the factors which influence behavioral intention. SEM is used to examine “Decomposed Theory of Planned Behavior (DTPB)” and “Theory of Planned Behavior (TPB)” in order to tell whether they can fit the study of “Behavioral Intention to participate in the Evaluation Process of At-Risk Students” or not. Following the results of this study, practical recommendations would be suggested as reference materials for related governmental organizations.About 400 regular class teachers from public elementary schools in Dali District, Taichung City, are the population sampled in the research. A self-developed “Regular Class Teachers’ Behavioral Intention to Participate in the Evaluation Process of At-Risk Students Questionnaire ” was used to collect the data. The findings are summarized as follows: Firstly, both DTPB and TPB are verified to predict teachers’ Behavioral Intention to Participate in the Evaluation Process of At-Risk Students, and TPB works better than DTPB. Secondly, 7 antecedents of DTPB that affect “Attitude, Subjective Norm and Perceived Behavior Control” can partially have significant positive effects. Finally, 3 antecedents of “Perceived Behavior Control,” “Self-efficacy, Resource Facilitating Conditions and Technology Facilitating Conditions” can have direct and positive significant effects on “Behavioral Intention.” In this research, other 7 antecedents decomposed from “Attitude, Subjective Norm and Perceived Behavior Control” conclude low explanation to this three variables. The real influential antecedents remain to be explored for future researchers.In conclusion, we suggest that special-education-related governmental departments and schools should help regular class teachers develop correct know-how of special education and abilities to participate in the evaluation job, enable schools the right to execute the evaluation job - which is regulated by The Special Education Act, and simplify the complicated evaluation procedure.
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