| Summary: | 碩士 === 中華大學 === 資訊管理學系 === 105 === Technological and Vocational Education provides people with a second educational pathway and takes an important position in Taiwan's education system. Over the years, Technological and Vocational Education has cultivated a large number of high-caliber professional and technical personnel for Taiwan, contributing greatly to the enhancement of Taiwan's competitiveness. With social and economic changes and the inevitable trend of industrial upgrades, however, Technological and Vocational Education has been confronted with various problems and challenges in recent years. In this context, Taiwan's Ministry of Education has successively carried out Phases I and II of the Technological and Vocational Education Reform Project during the years from 2010 to 2017. The project is intended to improve teaching environments for students and teachers, strengthen the link between industry and teaching, cultivate more high-caliber professionals, and enhance the overall competitiveness of technological and vocational education.
Underlain by the Decomposed Theory of Planned Behaviors combined with the Innovation Diffusion Theory, the present research is carried out via questionnaire survey. Specifically, the questionnaire survey is oriented toward the professional category of teachers in National Senior Vocational Schools. A total of 375 effective samples were acquired, and the intent was to survey the degree of teachers’ cognition and participation in the context of Phase II of the Technological and Vocational Education Reform Project. As regards data analysis, the present research resorts to such methods as reliability analysis, descriptive statistics analysis, Pearson correlation analysis, and multiple regression analysis. The research findings are summarized as follows: (1) Relative Advantages, Compatibility, Complexity, Trialability, and Observability have a positive correlation with teachers’ Attitudes toward cognition and participation; (2) Peers, Administrative Regulations, and Laws have a positive correlation with the Subjective Norms on teachers' cognition and participation; (3) Self-efficiency and Conveniences have a positive correlation with Perceived Behavioral Control in respect of teachers’ cognition and participation; (4) Attitudes, Subjective Norms, and Perceived Behavioral Control have positive correlations with Behavioral Intention in respect of teachers’ cognition and participation. The findings of the present research will be used to review Phase II of the Technological and Vocational Education Reform Project and check, for example, whether the implementation of Phase II has achieved the specified target and expected results. Moreover, the findings of the present research are also of significance to the strategy-making process for Phase III of the Technological and Vocational Education Reform Project. Everyone is expected to contribute his/her efforts to the reform and development of Technological and Vocational Education, so as to hand on the spirit of Technological and Vocational Education and boost Technological and Vocational Education to a new level.
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