科大教師的政策接受模式研究－以應用產業職能為例

Abstract

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，而不是從政策執行者的角度進行評估。因此，本研究目的在於瞭解科技大學教師觀點之職能基準融入教學政策的期望價值模式。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198份有效樣本，運用結構方程模式進行分析。研究發現：一、 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；二、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；而政策的期望成分之「政策的理解性」對於「政策的執行性」，亦具正向相關；三、以「教師的信念」為模式的外部變項，可提升模式的解釋力；「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：教師的信念、政策的理解性、政策的執行性、政策的價值性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