期刊目錄列表 - 63卷(2018) - 【教育科學研究期刊】63(2)六月刊(本期專題:終身學習與高齡教育)

科技大學教師對職能融入教學政策之接受態度研究-以「產業職能基準系統」為中介環境 作者:國立臺灣師範大學工業教育學系洪榮昭、國立臺灣師範大學工業教育學系張瑞娥

卷期:63卷第2期
日期:2018年6月
頁碼:251-284
DOI:10.6209/JORIES.201806_63(2).0010

摘要:
基於以往教育政策效益的研究,多聚焦於該領域專家的觀點,而不是從利害關係人的角度進行評估。因此,本研究目的在於建立以科技大學教師觀點之職能基準融入教學政策的接受模式。運用相關接受模式的理論主張為基礎,建構包括教師信念、政策理解性、政策執行性、政策價值性和政策接受態度等五個變項的模式,依序編製問卷、蒐集257份有效樣本,運用結構方程模式進行分析。研究發現:一、所建構模式適配度良好、各變項之信度與效度俱佳,可以解釋科技大學教師對職能政策的接受態度;二、本模式驗證相關接受模式的理論和成分的主張,其中構成期望成分之「政策的理解性」、「政策的執行性」,正向影響價值成分之「政策的價值性」,進而決定科技大學教師對職能政策的接受態度;三、模式中「教師的信念」對於「政策的理解性」和「政策的執行性」,具正相關;「政策的理解性」和「政策的執行性」對於「政策的價值性」,也同具正相關;而「政策的理解性」對「政策的執行性」,並無相關;四、以「教師的信念」為模式的外部變項,可提升模式的解釋力;而「政策的價值性」是模式的重要中介變項。上述的研究發現可供政策決策及執行單位參考;另本模式未來亦可擴大運用至其他對象或政策,具理論和實務的應用性。

關鍵詞:科技接受模式、教育政策接受模式、期望價值理論、整合性接受模式、職能基準

《詳全文》 檔名

參考文獻:
  1. 于承平、胡茹萍(2017)。臺灣高等技術及職業教育品質保證指標之研究。教育政策論譠,20(1),71-105。doi:10.3966/156082982017022001003 【Yu, C.-P., & Hu, R.-P. (2017). A study of quality assurance indicator of higher technical and vocational education in Taiwan. Educational Policy Forum, 20(1), 71-105. doi:10.3966/156082982017022001003】
  2. 于承平、高安邦、林俞均(2010)。英國、澳洲及歐盟資歷架構發展經驗對我國之啟示。教育資料集刊,47,213-244。 【Yu, C.-P., Kao, A.-P., & Lin, Y.-J. (2010). The implications of national qualifications framework from selected countries. Bulletin of Educational Resources and Research, 47, 213-244.】
  3. 任維廉、呂堂榮、劉柏廷(2009)。科技接受行為模式之整合分析:三個主要模式之比較。資管評論,15(1),101-138。 【Jen, W., Lu, T., & Liu, P.-T. (2009). An integrated analysis of technology acceptance behaviour models: Comparison of three major models. MIS Review, 15(1), 101-138.】
  4. 江文鉅、張美瑤(2012)。德國高等技職教育新貌。教育資料集刊,55,129-146。 【Chiang, W.-J., & Chang, M.-Y. (2012). The new outlook of higher technical and vocational education in Germany. Bulletin of Educational Resources and Research, 55, 129-146.】
  5. 江愛華(2007)。澳洲高等教育品質保證制度:背景、政策與架構。臺北市:高等教育。 【Chiang, A.-H. (2007). The quality assurance Australian higher education: Background, policy and framework. Taipei, Taiwan: Higher Education.】
» 展開更多
中文APA引文格式洪榮昭、張瑞娥(2018)。科技大學教師對職能融入教學政策之接受態度研究-以「產業職能基準系統」為中介環境。教育科學研究期刊,63(2),251-284。doi:10.6209/JORIES.201806_63(2).0010
APA FormatHong, J. –C, & Chang, J.-O (2018). Constructing an Educational Policy Acceptance Model to Explore Attitudes Toward Policy Implementation: Using an Industrial Competency Standards System in Science and Technology Universities. Journal of Research in Education Sciences, 63(2), 251-284. doi:10.6209/JORIES.201806_63(2).0010

Journal directory listing - Volume 63(2018) - Journal of Research in Education Sciences【63(2)】June (Special Issue: Lifelong Learning and Senior Education)

Constructing an Educational Policy Acceptance Model to Explore Attitudes Toward Policy Implementation: Using an Industrial Competency Standards System in Science and Technology Universities Author: Jon-Chao Hong (Department of Industrial Education, National Taiwan Normal University), Jui-O, Chang (Department of Industrial Education, National Taiwan Normal University)

Vol.&No.:Vol. 63, No.2
Date:June 2018
Pages:251-284
DOI:10.6209/JORIES.201806_63(2).0010

Abstract:
Studies related to the effectiveness of policy making have been focused on the concerns of domain experts, not stakeholders. The purpose of this study was to construct an acceptance model of educational policy to explore competency standards integration, and technical–vocational education and teaching. Based on the perspectives of professors from science and technology universities, this study examined the correlations among teaching progressive beliefs, perceived ease of policy understanding and application, perceived value to students, and attitudes toward policy implementation. Quantitative data from 257 participants were collected for confirmatory factor analysis using structural equation modeling. The results revealed that teaching progressive beliefs was positively related to perceived ease of policy understanding and application to teaching settings; perceived ease of policy understanding and application were positively associated with value to students; and value to students was positively correlated with attitude toward policy implementation. In addition, teaching progressive beliefs positively predicted the implementation attitude that was mediated by the perceived value of policies; however, perceived ease of policy understanding and application were essential in explaining the expectancy–value research model. This study suggested that formalization of the policy acceptance model can be applied to explore other policies related to education and policy making for understanding stakeholders’ attitudes toward the implementation of new policies.

Keywords:acceptance model of educational policy, competency standards, expectancy-value theory, technology acceptance model, unified acceptance model implementation, curriculum innovation