本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support

本研究旨在探討校長工作價值觀、重要他人支持、自我效能感對其工作選擇的影響情形，探討不同重要變項理論內涵、現況與變項之間關係，進而建構及驗證其互動模式，並依研究結果提出建議。 本研究先進行文獻探討，作為架構研究的理論基礎，並以100名校長為預試樣本，分析預試結果以形成正式問卷，再以404名之校長為正式問卷施測樣本，問卷回收整理後分別以描述統計、t考驗、相關分析、變異數分析、多元逐步迴歸分析及線性結構模式分析探討；之後，根據調查結果研擬訪談題綱，實地訪談10名現職校長以瞭解造成差異的原因。本研究之主要研究發現如下： 一、國民中小學校長在工作價值觀、重要他人支持、自我效能感與工作選擇的得分現況屬於中高程度。 二、擔任校長的年資、性別、學校區域等背景變項，在校長工作價值觀量表的得分有差異情形存在。 三、學校類別、總服務年資、擔任校長的年資、性別、學校區域等背景變項，在重要他人支持量表的得分有差異情形存在。 四、總服務年資、擔任校長的年資、性別、學校區域等背景變項，在校長自我效能感量表的得分有差異情形存在。 五、學校類別、擔任校長的年資、性別、學校區域等背景變項，在校長工作選擇量表的得分有差異情形存在。 六、工作價值觀、重要他人支持、自我效能感與校長工作選擇具高度相關。 七、工作價值觀、重要他人支持、自我效能感對校長工作選擇有顯著預測力。 八、工作價值觀、重要他人支持、自我效能感對校長工作選擇有顯著影響力。 九、校長自我效能感對其工作選擇的影響力最大，重要他人支持次之，工作價值觀的影響力最小。 最後，根據研究結果提出相關建議，以供教育行政機關、校長培育中心、現職校長以及未來研究之參考。 / The purpose of this study was to investigate the impact of work values, significant other’s support, and self-efficacy for principal’s job choice. The study included literature analysis, questionnaire survey, and interview. The purpose of literature analysis was aimed to explore the relationship of work values, significant other support, self-efficacy, and job choice. The pilot study was included 100 subjects. The sample was included 404 principals. The data was analyzed by descriptive statistics, t-test, correlation, ANOVA, multiple regression and LISREL model. The interview was conducted according to the analyzed results. The major findings were: 1.The principal’s scores on work value, significant other’s support, self-efficacy and job choice were moderately high. 2.Years of principalship, gender, and districts could make significant differences on principal’s work values 3.The levels of schools, in-service years, years of principalship, gender, and districts could make differences on significant other’s support. 4.In-service years, years of principalship, gender, and districts could make differences on principal’s self-efficacy. 5.The level of schools, years of principalship, gender, and districts could make differences on principal’s job choice. 6.There was highly positive correlation among principal’s work values, significant other’s support, self-efficacy, and job choice 7.The principal’s job choice could be predicted by work values, significant other’s support, self-efficacy. 8.The principal’s job choice could be affected by work values, significant other’s support, self-efficacy. 9.Principal’s self-efficacy was the strongest indicator for job choice, significant other’s support was the second one, and work values were the smallest one. According to the results, suggestions for authorities of educational administration, School leadership academy, principal, and for further study were proposed.