中小學英語教師在線教學行為意向及影響因素

基於計劃行為理論，採用問卷調查法探究中小學英語教師在線教學行為意向以及相關影響因素。通過相關分析和回歸分析，得出以下結論：行為態度、主觀規範、知覺行為控制與在線教學行為意向均存在正相關關係；行為態度、知覺行為控制均能顯著預測在線教學行為意向；主觀規範對在線教學行為意向的預測不顯著。研究表明：當教師對在線教學持積極的態度，且感知到進行在線教學的難度不高時，其在線教學行為意向就越強。
Online teaching has become a new normal for English teachers in primary and secondary schools during COVID-19 Pandemic. However, there have only been few studies on the Behavior Intention and influencing factors of English teachers in primary and secondary schools. Based on the Theory of Planned Behavior, this study analyzes the online teaching intention of primary and middle school English teachers and related influencing factors through questionnaire. Through correlation analysis and regression analysis, the following conclusions are drawn:(1) Attitude toward the behavior, subject norm, perceived behavior control and online teaching intention are positively correlated;(2) Attitude toward the behavior and perceived behavior control can significantly predict online teaching intention. The prediction of online teaching intention by subjective norm is not significant. The results show that when teachers hold a positive attitude towards online teaching and perceive that online teaching is not difficult, their online teaching intention is stronger. This conclusion is of great practical significance in promoting primary and secondary school teachers to engage in online education. Copyright © 2021 集美大學.