| Summary: | 碩士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 100 === In order to improve professional development and teaching skills, teachers are expected to well-use social media, such as Facebook, in their daily work. However, we have not seen a lot of researches focusing on the technology acceptance model and the behavioral intention of using Facebook virtual professional community for vocational-high-school teachers. This research concentrated on 1) understanding the current tendency and the difference of the vocational-high-school teachers who used Facebook virtual professional community; and 2) understanding the factors impacting the behaviors of those teachers. This research targeted those vocational-high-school teachers who are still on duty. Within a snowball sampling, 250 questionnaires have been distributed and 147 copies of feedbacks were collected. The collected data were analyzed by descriptive statistics, one-simple t test, independent-sample t test, one-way ANOVA, regression analysis and SEM methods in SPSS and AMOS. The results showed:
1. The vocational-high-school teachers who used Facebook virtual professional community have above-average level on performance expectancy, effort expectancy, and social influence. However, we saw significant variances caused by the different types of high schools and the length of teaching experience.
2. The performance expectancy, effort expectancy, and social influence had positive impacts on the behavioral intention of the vocational-high-school teachers who used Facebook virtual professional community.
3. As moderator variables, gender, age, types of schools, length of teaching experience, length and weekly usage of using Facebook virtual professional community are not significant to impact the behavioral intention.
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