[[alternative]]A study of Elementary school teachers' Information Literacy in Changhua

碩士商業教育學系[[abstract]]本研究旨在探討國小教師在資訊態度、資訊自我效能、資訊因應策略及資訊素養之現況，比較教師個人背景因素在四變項的差異情形；並分析資訊態度、資訊自我效能、資訊因應策略及資訊素養彼此間的相關 研究對象為彰化縣國小教師，共有493位教師，其中女性教師268名，男性教師225名。採用研究工具包括「資訊態度」、「資訊自我效能」、「資訊因應策略」與「資訊素養」。使用統計有描述性統計、t檢定、Hotelling’s、單因子變異數分析、多變量變異數分析、逐步多元迴歸、典型相關與區別分析。本研究重要發現如下： 一、背景變項方面：女性、年齡較高、教育背景為師專師範、服務年資久、級任、沒有電腦、接觸電腦時間短、每週使用電腦時間少、學校資訊設備不充裕者，資訊態度焦慮高、自我效能低、因應策略情項負向消極、且資訊素養較低 二、不同資訊態度、資訊自我效能程度的國小教師在資訊因應策略、資訊素養上有差異： 資訊態度焦慮高者在逃避的得分較高、問題解決與尋求資源、暫時擱置與改變策略得分低、資訊相關知能與資訊融入教學信念也較低 三、資訊因應策略、資訊素養可以有效區別資訊態度焦慮之高低與高低資訊自我效能二組教師，其區別命中率高達61.9﹪以上 四、國小教師的資訊態度、資訊自我效能與資訊因應策略、資訊素養有典型相關。 五、資訊自我效能、問題解決與尋求資源、暫時擱置欲改變對資訊素養具預測力。 最後，根據研究發現提出幾點建議，作為學校或教育局規劃教師資訊素養訓練課程的參考。[[abstract]]A study aim is first to the current situation in informational self-efficacy, information attitude, information copying strategy and informational literacy in elementary school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors. The subjects in this study are 493 elementary school teachers from Changhua county, including 268 female and 252 male teachers. Information Literacy Scale, Information Self-efficacy Scale, Information Coping Strategy Scale and Information Attitude Scale are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling’s, one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis. The findings can be summarized as follows: 1.In terms of the variables: personal background, factors of gender, age, degrees achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high information anxiety and/or low information self-efficacy.For example, an experienced female teacher with a B.A.degree in history had little contact with information leading her to become anxious about information use and poor on information self-efficacy. 2.As for performance in information coping strategy and information literacy: they are related to teachers’ competence in information self-efficacy and information anxiety.Teachers with high information anxiety tend to show frequent avoidance of information use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of information and information-assisted anstruction. 3.The dominance of information coping strategy and information literacy over the degree of information anxiety and information self-efficacy can be validated with the validity of 61.9﹪ above. 4.For elementary school teachers, their information anxiety, information self-efficacy, and information coping strategy are significantly related to their information literacy. 5.Teachers’ information self-efficacy, and information coping strategy in solving problems and seeking support are implications for performance in information literacy. According to the conclusion above, suggestions are made to the relevant educational administration organization, school administration organization administrators in elementary schools and teacher training organizations and future research were also provided, but were omitted