A Study of the Distress and the Affects on the Intention of Continuous Use of LINE as Parent -Teacher Communication in Taitung County Elementary School Teachers

• Main Authors: Wang, Feng-Ju, 王鳳如
• Other Authors: Kun-Lin Hsieh
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/aym472

碩士 === 國立臺東大學 === 進修部環境經濟資管碩專(假日) === 105 === The prevalence of instant messaging software, not only changed the interaction patterns between people, but also opened a convenient channel of parent-teacher communication, and broke the traditional division of the boundaries of parent-teacher communication. People could immediately dialogue with the interactive mode regardless of distance and time. However it also brings some negative effects.In this study, the " A Post-Acceptance Model of IS Continuance " is used to explore the intention of the Taitung County elementary school teachers to continue using LINE for parent-teacher communication. Secondly, it will discuss the problems and compare the differences in the degree of distress between the teachers with different backgrounds. And then explore whether the degree of distress will affect the teachers on their intentions of continuing to use LINE for parent-teacher communication. The questionnaire survey was conducted in this study and was focused on the elementary school teachers in Taitung country. The feedbacks were analyzed and examined using descriptive statics, t-test, one-way ANOVA, and Pearson product moment correlation. The stepwise regression is then applied to understand the key factors affecting the intention of continuous use. The results were mainly found as follows. 1. The reasons for some teachers in Taitung County elementary school not using LINE as parent- teacher communication medium were because they were not familiar with the software and feel pressure of using it. The teachers will not use LINE as the communication medium unless the parents request, and can establish the use of norms. 2. Distress has a negative and significant effect on the extent of confirmation, perceived usefulness and satisfaction; Confirmation has a positive and significant effect on the extent of perceived usefulness and satisfaction; Perceived usefulness has a positive and significant effect on the extent of satisfaction and teachers’ intention of continuous use; satisfaction will be positive impact on the intention. 3. There are two key factors that affect the intention of continuous use, the most important of which is satisfaction, followed by perceived usefulness.