本研究旨在探討高中職教師網路自我效能、資訊判準與網路融入教學之關係，繼之分析個人背景變項在網路自我效能、資訊判準與網路融入教學間的差異情形。本研究使用問卷調查法，以462位公立高中職教師為研究對象，透過t檢定、單因子變異數、Pearson積差相關與多元迴歸等統計方法進行資料分析。研究結果顯示，高中職教師網路自我效能為中上程度，會使用混合的資訊評判標準與精密的搜尋策略，最常在課前準備與教學活動階段使用網路融入教學。教師的背景變項與各構面間具有顯著差異，尤其女性教師同意採用多重出處與道德的評判標準，也常在課前準備使用網路融入教學；資淺教師之網路自我效能與網路融入教學表現較佳；職業類科教師較傾向採用權威與道德的資訊評判標準，也常在各教學階段使用網路融入教學；使用電腦或網路時間愈長、使用網路資源融入教學頻率愈高的教師，其網路自我效能與網路融入教學的程度也會愈高，愈會使用不同的資訊評判標準與精密的搜尋策略。各構面間具有顯著正相關，表示當教師的網路自我效能愈高時，愈會使用不同的資訊評判標準與精密的搜尋策略，也愈容易在教學歷程中使用網路融入教學，反之亦然。進一步發現，網路自我效能及資訊判準類型可預測教師之網路融入教學行為，且資訊判準會對網路自我效能與網路融入教學行為產生中介影響。最後，根據分析結果提出相關建議，提供未來教育研究、教師自我檢視與學校推動網路融入教學之參考，以便有效地落實網路資源與科技融入教學。

This study investigated the current trends and patterns of teachers’ Internet self-efficacy, information commitment, and Internet-integration instruction. This study was based on questionnaire survey of 462 teachers (167males, and 295 females), coming from 20 senior and vocational high schools in Taiwan, and the collected data were analyzed with statistical methods such as t-test, one way ANOVA, Pearson’s product-moment correlation and Multiple Regression Analysis. This research found that teachers with great Internet self-efficacy showed more Internet-integration instruction in preparing their teaching activities. Differences in the teachers’ backgrounds also led to significant differences in their Internet self-efficacy, information commitment, and Internet-integration instruction. The results revealed that female teachers agreed on using multiple sources and morals as evaluative standards for Web materials and used Internet in course preparation. Junior teachers had higher Internet self-efficacy and better performance in Internet-integration instruction. Vocational high school teachers inclined to use authority and morals as evaluative standards, and also applied Internet-integration teaching in different phases of teaching. Teachers who spent longer hours using computers or Internet and who had higher frequency of using Internet resources in their courses tended to have higher Internet self-efficacy, showed better skills in Internet-integration instruction, and could use complex evaluative standards and elaborative search strategies. Multiple Regression Analyses revealed that teachers with higher Internet self-efficacy showed significant advantages in information commitment and Internet-integration instruction. Furthermore, teachers’ Internet self-efficacy, evaluative standards for Web materials and searching strategies were important predictors of their Internet-integration instruction. Information commitment had an intermediated effect on Internet self-efficacy and Internet-integration instruction. In conclusion, based on the results, the thesis hope to contribute to future researches and schools in promoting Internet-integration courses, and providing teachers with a reference for self-review, with the hope that Internet-integration instruction can be applied more effectively.

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