| Summary: | 碩士 === 國立政治大學 === 教育行政與政策研究所 === 105 === The purpose of this study is to understand the current conditions of Keelung City public junior high school principals' technology leadership, technology acceptance model, and information technology integrated into teaching, and further analyze the differences in principals' technology leadership, technology acceptance model, and information technology integrated into teaching under different background variables, and further analyze the relationships between principals' technology leadership, technology acceptance model, and information technology integrated into teaching, then explore the linear relationship.
This study conducted a questionnaire survey on teachers from 11 public junior high school in Keelung City, and retrieved 264 valid questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation analysis, and structural equation model (SEM).
The conclusions of this study are as follows:
1. The qualities of the 3 scales (principals' technology leadership, technology acceptance model, and information technology integrated into teaching) are acceptable.
2. “vision, planning and management” and “member development and training ”play the most key element in principals' technology leadership.
3. “perceived ease of use ”play the most key element in technology acceptance model.
4. “management, communication and sharing ”and “professional ability to grow and develop” play the most key element in information technology integrated into teaching.
5. The current states of public junior high school principals' technology leadership in Keelung City are still good. Comparing all dimensions, “Technology and infrastructure support” is the best; “evaluation and research” is the worst.
6. The current states of public junior high school technology acceptance model in Keelung City are still good. Comparing all dimensions, “intention to use” is the best; “image” is the worst.
7. The current states of public junior high school information technology integrated into teaching in Keelung City are still good. Comparing all dimensions, “management, communication and sharing” is the best; “planning teaching and evaluation” is the worst.
8. The background factor “total class of service school” have significant influence to the dimensions “subjective Norm” and “image” in technology acceptance model.
9. The background factor “Weekly use of information equipment for teaching purposes” have significant influence to technology acceptance model and the dimensions “intention to use”, “perceived usefulness”, “perceived ease of use”, “image”, “job relevance” and “output quality” in technology acceptance model .
10. The relations among principals' technology leadership and information technology integrated into teaching are highly positive correlated.
11. The relations among technology acceptance model and information technology integrated into teaching are highly positive correlated.
12. The relations among principals' technology leadership and technology acceptance model are moderately positive correlated.
13. The positive effect of principals' technology leadership on information technology integrated into teaching could be moderated by technology acceptance model.
Finally, suggestions are proposed based on the research conclusions, in order to serve as a reference for education administration, junior high school principals, teachers, and future research.
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