| Summary: | 博士 === 國立臺灣師範大學 === 工業教育學系 === 106 === Studies related to the effectiveness of policy making have been focused on domain experts, not stakeholders. The purpose of this study was to construct an acceptance model of educational policy to explore the takeholders’ pointview in competency standards integration to technical-vocational education. Based on the expectancy value model, this study targeted professors from science and technology universities to examine the correlations among teaching progressive beliefs (TPB), perceived ease of policy understanding (PEPU) and application (PEPA), perceived value to students, and attitudes toward policy implementation (ATPI) . Data of 198 were collected for confirmatory factor analysis and structural equation modeling. The results revealed that TPB was positively related to PEPU and PEPA to teaching settings; PEPU and PEPA were positively associated with value to students; and value to students was positively correlated with ATPI. Additionally, TPA positively predicted the ATPI that was mediated by the perceived value of policies; however, PEPU and PEPA were the essential roles to explain expectancy-value research model. This study suggested that policy acceptance model can be applied to explore other policies educational policy making for understanding the feasibility of new policies.
Keywords: teachers’ belief, perceived ease of policy applied to teaching, perceived ease of policy understanding, value of policy
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