本研究針對嘉義縣國民小學使用學務系統之現況及使用情形進行研究，旨在探討影響使用學務系統之接受度與滿意度的因素為何，並期望藉由科技接受模式探討外部變項（系統品質和主管態度）及知覺有用性、知覺易用性及系統使用行為意圖之關係。 本研究採用文獻探討分析及問卷調查方式進行研究，並編製研究工具「國小教師對學務系統使用態度與接受度調查問卷」，而研究對象為嘉義縣使用學務系統之國小教師。本研究在問卷回收後，以SPSS for Windows 12.0來進行資料分析與處理工作，所採用之統計方法包括描述性統計、單因子變異數分析及結構方程模式。 本研究主要發現如下：一、不同性別、不同教學年資和每週網路不同使用頻率之教師在學務系統接受度上有顯著差異。二、系統品質對知覺有用性、知覺易用性及系統使用行為意圖有正向影響。三、主管態度對知覺有用性和知覺易用性有正向影響。四、知覺風險對系統使用行為意圖有正向影響。五、知覺易用性對知覺有用性有正向影響。而知覺有用性對系統使用行為意圖有正向影響。 This study investigates the factors in SFS acceptance and satisfaction,based on the teacher's current SFS practice in Chiayi County.Moreover,via Technology Acceptance Model,relationships are estimated among exogenous variables (system quality and supervisor's attitude),perceived usefulness,perceived ease of use, and behavioral intention. Literature review and questionnaires are used.Elementary School Teachers who use SFS are assessed in the survey,“Elementary School teachers' attitude and acceptance toward SFS”.Descriptive statics,one-way ANOVA and Structural Equation Model are applied to data analysis via SPSS for Windows version 12.0. The investigation concludes:1. Significant differences of SFS acceptance derives from teachers' gender, teaching year and weekly computer usage.2.“System quality”possesses positively among “Perceived usefulness”,“Perceived ease of use”and“Behavioral intention”.3.“Supervisor's attitude” possesses positively between “Perceived usefulness”and “Perceived ease of use”.4.“Perceived risk” possesses “Behavioral intention” positively.5.“Perceived ease of use”possesses“Perceived usefulness” positively and“Perceived usefulness”possesses “Behavioral intention”in the same way.
