本研究之目的在於瞭解國民小學學生網路使用行為與網路閱讀素養之關係，採問卷調查法收集研究資料，以全臺灣各縣市之國民小學高年級學生為研究母群，進行分層隨機抽樣，共取得有效樣本1182人。 研究工具採用「網路使用行為問卷」、「網路閱讀素養問卷」，並以t 檢定、Pearson積差相關、迴歸分析等方法進行研究資料分析，最後以結構方程式模型建立網路使用行為與網路閱讀素養模型，研究結果如下： 一、性別在資訊瀏覽與搜尋活動、線上遊戲活動方面達顯著差異。 二、性別在整體網路閱讀素養上無顯著差異。 三、年級在訊瀏覽與搜尋活動、社群活動方面達顯著差異，在線上遊戲上無顯著差 異。 四、年級在整體網路閱讀素養上達顯著差異，六年級優於五年級。 五、結構方程式模型檢定資訊瀏覽與搜尋活動、線上遊戲活動對國小學生網路閱 讀素養有顯著的影響。 六、資訊瀏覽與搜尋活動能正向預測網路閱讀素養，線上遊戲對網路閱讀素養有 負向影響，社群活動對網路閱讀素養無顯著影響。 最後，根據研究結果提出各項建議，以供教學實務上及未來參考。 / This research aims to reveal the relationship between internet usage behavior and internet reading literacy of elementary school students. This study used a questionnaire survey method to collect data. The subjects were collected from the elementary school students in 2011 by the stratified random sampling. The total valid samples were 1182. The research instruments used in this study included "Internet Usage Behavior Questionnaire", and "Internet Reading literacy Questionnaire ". Meanwhile, the collected data were analyzed by descriptive statistic, the t-test and Pearson correlation and regression analysis. Lastly, data were analyzed with Internet Usage Behavior and Internet Reading Literacy by structural equation modeling. The main findings were as follows: 1.There existed gender differences on information browsing and search activities and online game. 2.There existed no gender differences on internet reading literacy. 3.There existed grade differences on information browsing and search activities, community activities, and no grade differences on online game. 4.There existed grade differences on internet reading literacy with girls performed better than boys. 5.Structural equation modeling (SEM) showed that information browsing and search activities and online game activities had a remarkable influence on the internet reading literacy of elementary school students. 6.The study had found that information browsing and search activities have a positive effect upon internet reading literacy, and online game have a negative effect upon internet reading literacy. Community activities had no influence on the internet reading literacy. Finally, according to the findings, implications and suggestions for teaching and future researches were discussed and proposed.

No description available.

Made available in DSpace on 2014-12-17T13:53:26Z (GMT). No. of bitstreams: 1 CristinaKNY_DISSERT.pdf: 2647899 bytes, checksum: 38fec83f99c6340d8c2475bec099d1b8 (MD5) Previous issue date: 2010-09-03 / In recent decades the public sector comes under pressure in order to improve its performance. The use of Information Technology (IT) has been a tool increasingly used in reaching that goal. Thus, it has become an important issue in public organizations, particularly in institutions of higher education, determine which factors influence the acceptance and use of technology, impacting on the success of its implementation and the desired organizational results. The Technology Acceptance Model - TAM was used as the basis for this study and is based on the constructs perceived usefulness and perceived ease of use. However, when it comes to integrated management systems due to the complexity of its implementation,organizational factors were added to thus seek further explanation of the acceptance of such systems. Thus, added to the model five TAM constructs related to critical success factors in implementing ERP systems, they are: support of top management, communication, training, cooperation, and technological complexity (BUENO and SALMERON, 2008). Based on the foregoing, launches the following research problem: What factors influence the acceptance and use of SIE / module academic at the Federal University of Para, from the users' perception of teachers and technicians? The purpose of this study was to identify the influence of organizational factors, and behavioral antecedents of behavioral intention to use the SIE / module academic UFPA in the perspective of teachers and technical users. This is applied research, exploratory and descriptive, quantitative with the implementation of a survey, and data collection occurred through a structured questionnaire applied to a sample of 229 teachers and 30 technical and administrative staff. Data analysis was carried out through descriptive statistics and structural equation modeling with the technique of partial least squares (PLS). Effected primarily to assess the measurement model, which were verified reliability, convergent and discriminant validity for all indicators and constructs. Then the structural model was analyzed using the bootstrap resampling technique like. In assessing statistical significance, all hypotheses were supported. The coefficient of determination (R ?) was high or average in five of the six endogenous variables, so the model explains 47.3% of the variation in behavioral intention. It is noteworthy that among the antecedents of behavioral intention (BI) analyzed in this study, perceived usefulness is the variable that has a greater effect on behavioral intention, followed by ease of use (PEU) and attitude (AT). Among the organizational aspects (critical success factors) studied technological complexity (TC) and training (ERT) were those with greatest effect on behavioral intention to use, although these effects were lower than those produced by behavioral factors (originating from TAM). It is pointed out further that the support of senior management (TMS) showed, among all variables, the least effect on the intention to use (BI) and was followed by communications (COM) and cooperation (CO), which exert a low effect on behavioral intention (BI). Therefore, as other studies on the TAM constructs were adequate for the present research. Thus, the study contributed towards proving evidence that the Technology Acceptance Model can be applied to predict the acceptance of integrated management systems, even in public. Keywords: Technology / Nas ?ltimas d?cadas o setor p?blico vem sofrendo press?es com vistas a melhorar seu desempenho. A utiliza??o da Tecnologia da Informa??o (TI) tem sido uma ferramenta cada vez mais empregada na tentativa de alcan?ar esse objetivo. Dessa forma, passou a ser uma importante quest?o nas organiza??es p?blicas, e em particular nas institui??es de ensino superior, verificar quais fatores influenciam a aceita??o e o uso da tecnologia, impactando no sucesso de sua implementa??o e nos resultados organizacionais almejados. O Modelo de Aceita??o da Tecnologia TAM foi utilizado como base para o presente estudo e fundamenta-se nos construtos utilidade percebida e facilidade de uso percebida. No entanto, quando se trata de sistemas integrados de gest?o, devido ? complexidade de sua implanta??o, acrescentaram-se fatores organizacionais para assim buscar maior explica??o da aceita??o desses sistemas. Assim, acrescentaram-se ao modelo TAM cinco construtos relacionados aos fatores cr?ticos de sucesso na implementa??o de sistemas ERP, s?o eles: apoio da alta administra??o, comunica??o, treinamento, coopera??o, e complexidade tecnol?gica (BUENO e SALMERON, 2008). Com base no exposto, lan?a-se o seguinte problema de pesquisa: quais fatores influenciam a aceita??o e uso do SIE/m?dulo acad?mico na Universidade Federal do Par?, a partir da percep??o dos usu?rios t?cnicos e docentes? O objetivo geral da pesquisa foi identificar a influ?ncia de fatores organizacionais e comportamentais como antecedentes da inten??o comportamental de uso do SIE/m?dulo acad?mico na UFPA sob a perspectiva dos usu?rios docentes e t?cnicos. A presente pesquisa ? aplicada, explorat?ria e descritiva, de natureza quantitativa com a aplica??o de um survey, e a coleta de dados se deu por meio de question?rio estruturado aplicado a uma amostra composta por 229 docentes e 30 t?cnico-administrativos. A an?lise de dados se deu atrav?s de estat?sticas descritivas e modelagem de equa??o estrutural com a t?cnica de m?nimos quadros parciais (Partial Least Square-PLS). Primeiramente efetuou-se a avalia??o do modelo de mensura??o, no qual foram verificadas a confiabilidade, validade convergente e discriminante para todos os indicadores e construtos. Em seguida, o modelo estrutural foi analisado, com a utiliza??o de bootstrap como t?cnica de reamostragem. Na avalia??o das signific?ncias estat?sticas, todas as hip?teses formuladas foram suportadas. O coeficiente de determina??o (R?) foi considerado alto ou m?dio em 5 das 6 vari?veis end?genas, assim o modelo consegue explicar 47,3% da varia??o da inten??o comportamental. Ressalta-se que, dentre os antecedentes da inten??o comportamental (BI) analisados no presente estudo, utilidade percebida ? a vari?vel que possui maior efeito sobre a inten??o comportamental, seguida pela facilidade de uso (PEU) e a atitude (AT). Dentre os aspectos organizacionais (fatores cr?ticos de sucesso) estudados, complexidade tecnol?gica (TC) e treinamento (TRE) foram aqueles com maior efeito sobre a inten??o comportamental de usar, apesar desses efeitos serem inferiores aos produzidos pelos fatores comportamentais (origin?rios do TAM). Destaca-se, ainda, que o apoio da alta administra??o (TMS) apresentou, entre todas as vari?veis, o menor efeito sobre a inten??o de usar (BI) e foi seguida pela comunica??o (COM) e coopera??o (CO), as quais exercem um baixo efeito sobre a inten??o comportamental (BI). Portanto, conforme outros estudos, os construtos relativos ao TAM mostraram-se adequados para a presente pesquisa. Dessa maneira, o estudo contribuiu no sentido de demonstrar ind?cios de que o Modelo de Aceita??o da Tecnologia pode ser aplicado ? predi??o da aceita??o de sistemas integrados de gest?o, mesmo em organiza??es p?blicas.

Inserida de maneira central na atualidade está a questão da difusão da tecnologia de informação (TI) em todos os níveis da sociedade. Governos em todo o mundo têm se preocupado com a inclusão de seus países na “economia digital” e investido na construção de infra-estruturas tecnológicas que permitam conectar suas instituições, cidadãos e empresas entre si e com o mercado global. Isso se reflete em um intenso processo de informatização da sociedade, e, especialmente no caso das empresas, se faz necessário para que possam participar deste mercado. Apesar disso, muitos estudos apontam dois aspectos que destoam desse quadro: em primeiro lugar, não se comprovou relação direta entre investimentos realizados em TI e a obtenção de resultados como o aumento da lucratividade ou produtividade empresariais; e, em segundo lugar, muitas empresas, especialmente de micro, pequeno e médio porte encontram-se em posição relativamente atrasada nesse processo. Quanto ao primeiro aspecto, o que tem despontado como principal conclusão dos estudos é o fato de que não importa o quanto se investe em tecnologia, mas sim o como essa tecnologia é utilizada para o efetivo apoio aos processos empresariais. Em relação ao segundo aspecto, o que se aponta é a necessidade de os gestores das empresas terem à sua disposição recursos que possibilitem realizar (a) uma avaliação de como a empresa se encontra em relação ao uso da TI; (b) um correto posicionamento desse uso em relação a outras empresas de mesmo porte e setor e; (c) o conhecimento das alternativas disponíveis para a informatização. Assim, o objetivo principal deste trabalho é o desenvolvimento de uma medida unificada para a avaliação do uso da TI, e que será denominada “grau de informatização”. A medida do grau de informatização foi desenvolvida com base em quatro dimensões: infra-estrutura de TI; uso organizacional; gestão de TI; e impactos organizacionais advindos da utilização da TI, tendo como foco específico empresas do setor industrial. O desenvolvimento dessa medida unificada para o “grau de informatização” se insere no contexto maior de um projeto que tem como objetivo a disponibilização de um instrumento para que empresas possam avaliar seus processos de informatização, e, ao mesmo tempo, desenvolver a cultura da avaliação de TI e obter conceitos e conhecimentos necessários para que esse processo possa ser bem sucedido. Esse projeto é denominado “iDigital – Perfil da Empresa Digital” e é realizado em parceria entre a Federação das Indústrias do Estado de São Paulo (FIESP), a Fundação Instituto de pesquisas Econômicas (FIPE) e a Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo (FEA/USP). Para a elaboração da medida, foram selecionadas e analisadas variáveis obtidas em 345 questões apresentadas em um questionário disponibilizado na Internet, e que foram sintetizadas em 66 indicadores que compõem a medida proposta. A amostra final obtida contou com 1.391 empresas, sendo que 830 atenderam os requisitos para o cálculo da medida proposta. Para teste e validação da medida, foi utilizado o modelo de equações estruturais (SEM). A medida atendeu a requisitos de confiabilidade e validade interna, e mostrou ter validade externa ao se confirmarem as proposições de evolução com o porte de empresa, diferenciação por setores empresariais, e inexistência de correlação com os investimentos em TI realizados pelas empresas. / The diffusion of information technology (IT) in all levels of society is central to the context of the new economy. Around the world, governments are investing in the development of a technological infrastructure to make possible to their institutions, citizens and companies to connect among them and to the global market. This need is reflected in an intense process of computerization of the society, and, in the case of commercial companies, it is even necessary to compete. In spite of this, some studies show two facts that are not aligned with this situation: first, there is no proof of a direct causal link between investments in IT and organizational performance; second, it is shown that in many companies this process is delayed, and it is especially the case of small and medium business. In relation to the first fact, the main conclusion of such studies is that it is not the amount invested in IT that matters, but how it is invested and how technology is effectively used to support organizational processes. Relative to the second fact, it is pointed that managers and executives have a need for evaluation instruments that allow them to: (a) evaluate the organizational use they are making of IT; (b) obtain a knowledge of their positioning in relation to other companies; and (c) inform them about possible uses of IT in their companies. So, the main objective of this work is to develop a measure to evaluate the organizational use of IT, that is, a measure of the “computerization level” of industrial firms. The development of this measure was based on four dimensions: IT infrastructure; Organizational Use of IT; IT Management; and IT Impacts, being industrial companies the focus of the research. The development of this measure is inserted into a greater context of a project that aims to make available an evaluation instrument that at the same time allows the evaluation of the companies computerization processes and acts as a mean to disseminate knowledge to executive managers about the possible uses of IT. The development of this measure was done by selecting and analyzing variables obtained in 345 questions presented in a web questionnaire, and that were summarized into 66 indicators. A sample of 1391 companies was obtained, and 830 were effectively used to develop the measure. To test and validate the measure, structural equation modeling (SEM) was employed. The final computerization level measure reached reliability and internal validity requirements and showed external validity as initial propositions of being related to size and sector of companies and of not being related to investments in IT were confirmed.

<p>Content about learners with gifts and talents is not necessarily a part of most teacher education programs. Without high quality training and professional development opportunities, preservice and inservice teachers are left with no tools to identify and serve the students with gifts and talents. However, adding more content is not enough. The successful translation of training and professional development into effective practice depends on understanding teacher motivation, debunking misconceptions, building adequate knowledge base, and building teacher identity. I adopted several theoretical perspectives in this study: teacher identity formation (Gardner & Kaplan, 2018), Teacher Efficacy (Tschannen-Moran et al., 1998), Teacher Goal Orientations (Butler, 2007), beliefs about gifted learners and gifted education (Gagne & Nadeau, 1991; McCoach & Siegle, 2007), desire to teach (Watt & Richardson, 2007). My participants were 236 preservice teachers who desire to teach learners with gifts and talents and inservice teachers in gifted education.</p><p>The objectives of this mixed-methods investigation were: (1) identifying the differences between preservice and inservice teachers in measures of identity, beliefs, motivation, and desire to teach learners with gifts and talents, (2) modeling the structural relationships among dimensions of identity, motivation, beliefs, and desire to teach, and (3) understanding how participants experiences and perceptions inform their identity, motivation, and belief systems. I used a combination of Multivariate Analysis of Variance (MANOVA), Structural Equation Modeling (SEM) and qualitative thematic analysis to answer my research questions.</p><p>Findings revealed inservice teachers (n=155) have high levels of relational goals, instructional efficacy, positive beliefs, and teacher identity, while preservice teachers (n=81) have high levels of intrinsic motivation and social value for gifted education. SEM showed that teacher identity, mastery goals, influenced positive beliefs; teacher identity was influenced by efficacy, mastery and relational goals. The strongest predictors of desire to teach learners with gifts and talents were teacher identity, teacher efficacy, and relational goals. Qualitative findings indicated that self-perceptions as gifted played a meaningful role in participants deciding to become teachers, understanding the needs of gifted learners, and advocating for gifted education.</p>

The present empirical study examined factors that affect the acceptance and use of social media platforms by farmers and vendors in farmers’ communities in North Mississippi for marketing their small farm businesses. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), structural equations modeling was used to examine several relationships: (1) the influence of performance expectancy (PE) on behavioral intention (BI) to use social media; (2) the influence of effort expectancy (EE) on BI; (3) the influence of social influence (SI) on BI; (4) the influence of facilitating conditions (FC) on actual use (USE) of social media; (5) the moderating influence of gender on the PE–BI, EE–BI, and SI-BI relationships; (6) the moderating influence of age on the PE–BI, EE–BI, SI-BI, and FC–USE relationships; and (7) the moderating influence of experience using social media on the EE–BI, SI-BI, and FC–USE relationships. Results from 169 respondents who completed questionnaires indicated that PE, EE, SI, and FC (key constructs) did predict farmers and vendors’ BI to use social media and actual USE of social media for marketing their small farm businesses and agriproducts. Respondents’ characteristics (e.g., age, gender, social media experience) did moderate some of these relationships in different ways. Thus, the present study provided additional empirical support for UTAUT. Additionally, responses to questions that assessed constructs in UTAUT suggest that respondents are open to social media as a marketing tool for their small farm businesses. Other results indicated that farmers and vendors prefer to market their products through farmers markets and community supported agriculture groups as compared to retail outlets and noted barriers present in retail marketing channels. This study provides information that will be beneficial for the development of educational programs and contributes to the literature on the factors affecting farmers’ intention to use social media to promote agriproducts to connect new markets.

本研究的主要目的是以美國全人醫治協會（American Holistic Medical Association，AHMA），提出的全人醫治取向（AHMA, 2005），發展出一份新取向的憂鬱量表，同時探討憂鬱症的相關因素。針對憂鬱症而言，全人的醫治方式需要檢視情緒、人際關係、身體和心靈等各個層面。因此，本研究所發展的自編憂鬱量表依全人醫治取向將其為分為認知取向、情緒取向、身體取向與人際取向等四個因素。 本研究量表的計分方式採用李克特式四點量表形式。原始量表共37題，依據文獻與醫院觀察所得資料編製而成。原始量表以專家效度作為刪題依據，刪題後的正式量表為22題。其計分方式，答「總是如此」得3分，「經常如此」2分，「偶爾如此」1分，「很少如此或沒有」0分。樣本分為實驗組（憂鬱症者）與效標組（非憂鬱症者），實驗組是以精神科醫師診斷為憂鬱症者共213人作為量表的填答對象，效標組是隨機抽取政大學生200人作為施測樣本，並以CES-D憂鬱量表作為效標。施測所得資料以SPSS進行描述統計、t考驗、效標關聯效度、分量表與總分之相關、區別分析、內部一致性信度的考驗；並以結構方程式模式（SEM）針對驗證性因素分析、多群組共變數結構與多群組潛在平均數結構進行考驗。 本研究的結論下： 一、本研究結果，憂鬱症好發年齡與國外25-44歲研究相符，與國內20-40歲研究結果相同。依據文獻所示，女性罹患憂鬱症的比例，為男性的2倍，本研究結果顯示與國內外研究結果是一致性。 二、各分量表與總分之間的相關從.836到.903皆為非常良好的係數值，表示本研究自編憂鬱量表具有良好的內部一致性。 三、本研究之效標關聯效度達0.939，雙尾檢定，達.01顯著水準，表示本研究所編製的量表，可測得所欲測得的特質。 四、本研究的自編量表整體內部一致性Cronbach's Alpha係數為.965，其他如刪除各單題後的總量表、校正後單題與總量表之相關、校正後單題與分量表之相關都顯示本研究自編憂鬱量表有良好的信度。 五、驗證性因素分析模式是合理適配的，表示當初四個向度假設是成立，而且這四個因素背後有一個潛在因素－「憂鬱症」存在。 六、實驗組與效標組在共變數結構上的考驗是沒有差異的，表示此自編憂鬱量表可以同時適用在實驗組與效標組。 七、分量表或總量表從t考驗值差異皆達.001顯著水準，另外區別分析Hit Ratio值為0.93，表示本研究自編之憂鬱量表具有良好之區別效度，可以有效地區別出實驗組與效標組。而在多群組潛在平均數結構上的考驗，效標組在自編憂鬱量表四個向度上的潛在平均數低於實驗組，表示本量表從潛在變項的考驗也可以有效地區辨實驗組與效標組。 / The main purpose of this study is to develop a depression scale in a new approach that reflects the whole-person approach to healing proposed by the AHMA (the American Holistic Medical Association) in the United States (AHMA, 2005), while at the same time probing into the relevant factors of depression disorders. Regarding depression disorders, a whole-person approach to healing requires the examination of multiple dimensions of the person, such as mood, interpersonal relationships, body, soul, etc. So, this study of the development of a self-establishment depression scale is divided into four dimensions: cognitive, mood, physical, and interpersonal, in accordance with the whole-person approach. The scale of this study adopts a four-item Likter scale to measure scores. The basic scale amounts to 37 items and works out according to the literature and the observing materials in hospitals. Items of the basic scale are deleted with expert validity. It is a 22- items formal scale after deleting items. Answer choices read and rate as follows: “always true” (3), “often true” (2), “true once in a while” (1), “seldom or not true” (0). Samples are separated into the experimental group (depressed person) and the criterion group (non-depressed person). In the experimental group, psychiatrists diagnosed 213 people for depressed person as the measuring target filling of the self-establishment depression scale. The criterion group consisted of 200 National Chengchi University students. CES-D was used as a criterion t. We used the program of SPSS to compute descriptive statistics, t-test, criterion-related validity, correlation of the sub-scales and the scale, discriminant, reliability of internal consistency with SPSS, and the estimations of confirmatory factory analysis, multi-sample covariance structure, multi-sample-latent-means structure with structural equation modeling (SEM). In sum, some conclusions of this research are as follows: 1. The result of this study show that depression disorder peaks during the ages of twenty-five to forty-four, consistent with in foreign and domestic research. As literature, depression disorder occurs in at double the rate in women as in men, and the result of this study is consistent with domestic and foreign studies. 2. The correlative coefficient of the sub-scales and the scale from .836 to.903 shows all as having very good coefficient value and that it has good internal consistency of the self-establishment depression scale. 3. The criterion-related validity of this research is up to 0.939, 2-tailed test reaches .01 level of significance which shows the self-establishment depression scale can examine the attributes which we want to find out. 4. The whole internal consistency Cronbach's Alpha coefficient of the self-establishment depression scale is .965, others like Cronbach's Alpha if item deleted, corrected item-total correlations single item with sub-scales and corrected item-total correlations single item with the scale all show good reliability. 5.The model confirmatory factory analysis is reasonably fit that shows four dimensions established supposing originally, and behind the back of four factors there is one latent variable – “depressive disorder” exists. 6.The estimation of covariance structure between the experimental group and the criterion group shows no difference that reveals the self-establishment depression scale can be suitable for the experimental group and the criterion group . 7.The sub-scale and the scale of the self-establishment depression scale from t-test reaches .01 level of significance, another time hit ratio value of discriminant is 0.93, both show that the self-establishment depression scale by this study can distinguish the experimental group and the criterion group efficiently. And at the estimation of multi-sample-latent-means structure shows the criterion group’s latent mean is lower than the experimental group’s, that means this scale can distinguish the experimental group and the criterion group usefully at the same time.

No description available.

Summary in English, Afrikaans and Zulu / The natural environment is important for human existence and the ubiquity of Information Technology (IT) has negatively impacted on the natural environment. Green IT offers to address these negative effects. However, since Green IT practices are often not common knowledge, it is vital that they are taught to others. Teachers typically have the skills and opportunities to teach many people. The research problem was the lack of research focusing on the teaching of Green IT in the context of the urgent need for it and teachers’ limited knowledge and competencies relating to Green IT. The study employed a survey research strategy, involving exploratory factor analysis, ANOVA and structural equation modeling (SEM). The main findings indicate that allocating time and resources to improve student teachers’ level of awareness, perceived behavioural control and person-related beliefs would positively influence their intention to teach Green IT, and, in turn, their Green IT teaching. / Die natuurlike omgewing, wat so noodsaaklik is vir menslike voortbestaan, word negatief beïnvloed deur die alomteenwoordigheid van inligtingstegnologie. Groen IT-praktyke kan gebruik word om sodanige negatiewe effekte in te perk, maar aangesien die nodige kennis nie alombekend is nie, moet dit aan ander oorgedra word. Onderwysers het beide die vaardighede en die geleenthede om inligting aan groot groepe mense oor te dra. In dié geval was die navorsingsprobleem ‘n gebrek aan studies wat fokus op die dringende noodsaaklikheid van Groen IT-onderrig, asook onderwysers se beperkte verwante kennis en vaardighede. ‘n Opname is gebruik as navorsingstrategie, met eksploratiewe faktorontleding, variansie-ontleding (ANOVA) en strukturele vergelykingsmodellering (SVM). Ingevolge die hoofbevindinge sal die beskikbaarmaak van tyd en hulpbronne leerlingonderwysers se bewuswordingsvlakke verbeter, sowel as hul waarneembare gedragswetenskaplike beheer en hul persoonsverwante beskouinge, en ‘n positiewe uitwerking hê op hul voorneme om Groen IT te onderrig, wat weer op sy beurt hul Groen IT-onderrig sal bevoordeel. / Imvelo yemvelo ibalulekile ekubeni khona komuntu nokutholakala kobuchwepheshe bezokwazisa kuye kwaba nomthelela omubi emvelweni yemvelo. Ubuchwepheshe bezokwazisa obuluhlaza bunikeza izindlela zokubhekana nemiphumela emibi. Kodwa-ke, njengoba imikhuba yobuchwepheshe bezokwazisa obuluhlaza ayivamile ukuba ulwazi iv oluvamile, kubalulekile ukuthi ifundiswe kwabanye. Othisha sidalo sabo banawo amakhono namathuba ukufundisa abantu abaningi. Inkinga yocwaningo ukuntuleka kocwaningo okugxila ekufundiseni kobuchwepheshe bezokwazisa obuluhlaza esimweni sesidingo esiphuthumayo sabo, nolwazi olulinganiselwe lothisha kanye namakhono afanelekayo kubuchwepheshe bezokwazisa obuluhlaza. Isu lokucwaninga ucwaningo lwasetshenziswa, okubandakanya ukuhlaziywa kwesici sokuhlola, ANOVA kanye nokuhlelwa kwesifaniselo esiyisilinganiso (SEM). Ukutholwa okusemqoka kubonisa ukuthi ukwabela isikhathi kanye nezinsiza zokuthuthukisa abafundi othisha izinga lokuqwashisa, ukulawula kokuziphatha okubonwayo kanye nezinkolelo ezihlobene nomuntu zizoshukumisa kahle izinhloso zabo ukufundisa ubuchwepheshe bezokwazisa obuluhlaza futhi nemfundiso yabo yobuchwepheshe bezokwazisa obuluhlaza. / University of South Africa / School of Computing / M. Sc. (Computing)

隨著各縣市陸續成立地方教育發展基金附屬單位預算，使得國中小開始具有發展「學校本位財務管理」之契機。復因近來教育界也開始關切「學校創新經營」如何在國中小特色學校實施的議題。只是「學校本位財務管理」及「學校創新經營」都是一種經營管理的手段，因此本研究希望進一步探討其是否能達到提升「學校效能」之目的。 　　本研究採用文獻分析法、訪談法及問卷調查法進行研究。訪談法方面，發展出「地方教育發展基金附屬單位預算與國中小學校本位財務管理關係訪談大綱」作為研究工具，並採立意抽樣方式從臺北市、高雄市、新北市、桃園縣、基隆市等5個縣市抽取11位受訪者進行電話訪談。至問卷調查方面，則以「學校本位財務管理、學校創新經營與學校效能調查問卷」為研究工具，並以已成立地方教育發展基金附屬單位預算且獲教育部補助國中小特色學校經費之49個學校教職員作為研究對象，採簡單隨機抽樣方式進行問卷調查並剔除無效問卷，獲得有效樣本數802份。本研究除採用結構方程模式分析方法及LISREL8.72軟體分別驗證學校本位財務管理、學校創新經營及學校效能之內涵外，也進一步據以探討學校本位財務管理、學校創新經營及學校效能之間的關係。並且也透過平均數及SPSS13.0軟體來瞭解學校本位財務管理、學校創新經營及學校效能之現況。此外，更透過具潛在變項的路徑分析及Mplus 5.0軟體，來探討填答者的不同背景變項(包括性別、現任職務、教育程度、服務年資、服務地區、學校規模)是否分別對於學校本位財務管理、學校創新經營及學校效能具有預測效果。 本研究可獲得幾個主要研究結論如下： 一、「地方教育發展基金附屬單位預算」與國中小「學校本位財務管理」關係之訪談結果 　(一)簡言之，縣市政府成立地方教育發展基金附屬單位預算以後，其所轄國中小多能具備附屬單位預算之特性及優點，並有助於落實「學校本位財務管理」的理念。 　(二)地方教育發展基金附屬單位預算在相關制度規劃或授權方面的待改善之處 　　1.各縣市政府基於財政考量，仍對其地方教育發展基金附屬單位預算自訂額外的限制，有待逐步協調放寬之可行性。 　　2.非直轄市之地方政府認為宜成立專業、專責的會計單位，以處理地方教育發展基金附屬單位預算相關事務。 　　3.地方教育發展基金附屬單位預算之預算執行規定及作業方式經常變動，且業務相關人員異動頻繁，造成許多預算執行困擾。 　　4.「地方教育發展基金會計資訊系統」之開發過程並未充分訪談會計人員需求，且系統不夠穩定而功能不足，故仍有待改善。 　(三)多數(6位)受訪者較喜歡「地方教育發展基金附屬單位預算」的運作型態，另有3位認為還好(或各有利弊)，2位則相對傾向於較不喜歡。 二、學校本位財務管理、學校創新經營及學校效能之實施現況方面 　(一)成立地方教育發展基金附屬單位預算以後，國中小「學校本位財務管理」之實施現況尚屬略高程度(M=3.88)。 　(二)成立地方教育發展基金附屬單位預算之國中小特色學校，其「學校創新經營」實施程度很高(M=4.06)，且具有很高的學校效能(M=4.09)。 三、學校本位財務管理、學校創新經營及學校效能之關係方面 　(一)「學校本位財務管理」對於「學校創新經營」具有高度正向的直接效果(γ1=.78)，此顯示學校本位財務管理之實施程度越高，越有助於提高學校創新經營之實施情形。 　(二)「學校創新經營」對「學校效能」具有高度正向的直接效果(β1=.92)，此顯示學校創新經營之實施程度越高，越有助於提高學校效能。 　(三)雖然「學校本位財務管理」並不能對「學校效能」產生顯著的直接效果，但「學校本位財務管理」卻可透過「學校創新經營」來對「學校效能」產生間接效果(其效果量為.72)。亦即「學校本位財務管理」實施程度越高，越能透過促進「學校創新經營」實施程度之提高，進而間接提升「學校效能」。 四、背景變項對學校本位財務管理、學校創新經營及學校效能之效果方面 　(一)對於學校本位財務管理具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、服務地區(直轄市>一般縣市)、學校規模(12班以下>25班至48班)等4個變項。 　(二)對於學校創新經營具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　(三)對於學校效能具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　　最後，本研究並依據上述研究成果，提出各項具體建議。 / With the establishment of the affiliated units’ budget of local education development fund by many municipalities and counties, there are more and more opportunities to develop the “school-based financial management” (SBFM). And there were more and more researches stress the way to implement the school innovative management in specialist schools in the academic circles. However, the “school-based financial management” and “school innovative management” are both parts of the management methods. Therefore, the present study wanted to explore whether these two management methods can achieve the purpose of enhancing “school effectiveness.” 　　The present study adopted three approaches, including “literature review,” “interview,” and “questionnaire survey.” In terms of the interview, the present study designed “the outline of the interview on the relationship between affiliated units’ budget of the local education development fund and school-based financial management in junior high schools and elementary schools” as an instrument. The present study chose 11 participants from the county government and schools in the Taipei city, Kaohsiung city, New Taipei city, Taoyuan County, and Keelung city by purpose sampling. Eventually, the present study had interviewed those participants by telephone. In the aspect of questionnaire survey, the study designed the “questionnaire of the school-based financial management, school innovative management and school effectiveness” as the instruments. Teachers and staff from 49 specialist schools were the participants, and they were from schools that implemented the affiliated units’ budget of local education development fund. The present study distributed questionnaires by simple random sampling, and got 802 valid samples after gathering and deleting some invalid questionnaires. The study not only took structural equation modeling and the software of LISREL8.72 to confirm the contents of the school-based financial management, school innovative management, and school effectiveness respectively, but also confirmed the relationships of the school-based financial management, school innovative management, and school effectiveness. Moreover, the present study adopted means and the software of SPSS13.0 to understand the current situations of the school-based financial management, school innovative management, and school effectiveness. Furthermore, the present study adopted the path analysis with latent variables and the software of Mplus5.0 so as to understand whether the context variables of the subjects would have predictive effects on the school-based financial management, school innovative management, or school effectiveness. Those context variables included the sex, position, education level, seniority, district, and school size of the participants. 　　There were some major conclusions made as follows: 1.The results of the interview on the relationship between “affiliated units’ budget of the local education development fund” and “school-based financial management in junior high schools and elementary schools” 　(1) In brief, junior high schools and elementary schools had most of the properties and advantages of the affiliated units’ budget after the municipality and county governments establishing the affiliated units’ budget of the local education development fund, and it’s helpful for the schools to implement the “school-based financial management.” 　(2) The deficiencies of the affiliated units’ budget of local education development fund: A. There are still some additional restrictions of the affiliated units’ budget of local education development fund made by the municipal and county governments, which should be loosened. B. Other county governments except for municipal governments suggest that they need to set up a professional special agency to conduct those affairs of the affiliated units’ budget of local education development fund. C. The regulations and operations of the affiliated units’ budget of local education development fund always change, and the staff redeploy too often, so that there are some problems in the process of practices. D. The interviews of the accountants’ needs are insufficient during the development process of “the accounting system of local education development fund”. Furthermore, the system is unstable and its functions are insufficient, so there is still room for improvement. 　(3) As for the preference degree of the affiliated units’ budget of local education development fund, most of the participants (6 participants) felt “like”, 3 participants felt “fair”, and 2 participants felt relatively “unlike.” 2.The current situation of the school-based financial management, school innovative management, and school effectiveness (1) The current situation of the school-based financial management belonged to the extent of slightly high (M=3.88) after establishing the affiliated units’ budget of the local education development fund. (2) The specialist schools’ practice extent of the “school innovative management” was very high (M=4.06), and their “school effectiveness” was also very high (M=4.09) after establishing the affiliated units’ budget of the local education development fund. 3.The relationships between school-based financial management, school innovative management, and school effectiveness (1) “School-based financial management” has far-reaching and positive direct effects(γ1=.78) on “school innovative management”. That is, the higher the implement degree of “School-based financial management” is, the higher practice degree of “school innovative management” will be. (2) “School innovative management” has far-reaching and positive direct effects(β1=.92) on “school effectiveness”. That is, the higher the practice degree of “school innovative management” is, the better the “school effectiveness” will be. (3) Although the “School-based financial management” has no significant effect on “school effectiveness”, “School-based financial management” has an indirect effect on “school effectiveness” through the “school innovative management” (the indirect effect size is .72). In other words, when the practice degree of “School-based financial management” is higher, the “school effectiveness” will be enhanced indirectly through the “school innovative management” 4.The effects of the context variables on the school-based financial management, school innovative management, and school effectiveness (1) 4 context variables have significant effects on the school-based financial management. These variables involve sex, position, district, and school size. (2) 3 context variables have significant effects on the school innovative management. These variables include sex, position, and school size. (3) 3 context variables have significant effects on the school effectiveness. These variables are sex, position, and school size. Finally, according to the results of the present study, there were some suggestions be proposed.