[[alternative]]To Study the Factors of the Usage of School Free Software Using TAM

[[abstract]] 本研究旨在探討國民小學教師使用學務管理系統的現況，並對此系統使用度不高的現狀探究可能的原因。理論基礎是以科技接受模式為主，將電腦自我效能及資訊系統成功模式結合，以作為研究中影響科技接受模式的外部變項。應用此模式，我們想要了解資訊系統的接受度，是否會受到使用者的個人變項及外部變項的影響，或有不同程度的使用情況。本研究將採用文獻探討及問卷調查方式進行，並依據研究目的編製「國民小學教師使用學務管理系統調查問卷」。資料收集後，以SPSS及VPLS統計軟體進行分析，使用方法中包括描述統計量、信度分析、效度檢測、T檢定、變異數分析及迴歸分析。研究結果顯示：影響資訊系統持續使用行為意願最大的因素是知覺有用性，與一般研究相當一致；而影響知覺有用性的最重要因素是來自系統特質，另一外部變項電腦自我效能和系統特質之間具有高度相關。值得注意的是電腦自我效能對於持續使用行為呈現反向影響力。此外，在擁有電腦自我效能和系統特質的反應上，性別之間存在著顯著差異，而是男性高於女性教師。[[abstract]] The objective of this research is to study the current application of SFS situation by elementary school teachers, and to investigate the potential factors which may affect the system acceptance. The study will focus on the technology acceptance model as the main theoretical basis. The external variables that will affect the technology acceptance model are based on the consolidation of the computer self-efficacy and the information systems successful model. This research wants to understand the acceptance of new information systems, whether it will affect by the user's personal variables, external variables and the different situations faced. Literature and questionnaires are used for this research. Elementary school teachers are applying the school free software questionnaire as the research tool for the survey. After data collection, we analyze the data by applying the SPSS and VPLS statistical software, and analytical methods include descriptive statistics, reliability analysis, validity testing, T-test, analysis of variance and regression analysis. The results show that the perceived usefulness that affects the information systems information systems behavioral intention is the most important factors, and the same with the common study. The most important factors that affect the perceived usefulness are the system characteristics. The external variables have a close relationship between the computer self-efficacy and the system characteristics. But the computer self-efficacy has reverse influence on behavioral intention. On the other hand, the responses from the computer self-efficacy and the system characteristics have significant differences with teachers’ gender. That includes the higher acceptance from the male teachers as compare to female teachers