在新型冠狀病毒(COVID-19)的影響下，許多國家要求學校停課 以阻止病毒的傳播，使得教育科技工具被大規模採用，加速了教育中 數位轉型的發展。學校在進行數位轉型時需要提升教師的數位能力， 而要如何發展適合數位轉型之組織文化以培養教師的數位能力，則變 得相當重要。因此本研究旨在探討學校進行數位轉型下，數位文化對 教師學習數位能力意願之影響，以數位文化作為外部變項，透過計畫 行為理論來深入探討影響學習意願之因素，也進一步探討學習意願對 於教師實際具備數位能力之影響。
本研究採用問卷調查法，以立意抽樣方式，針對有使用數位學習 管理平台進行教學與增能學習之教師為研究對象進行分析，有效樣本 340 份。統計分析以 SPSS 軟體進行敘述性統計分析、項目分析、探索 性因素分析、信度分析、獨立樣本 t 檢定及變異數分析，並以 SmartPLS 軟體進行偏最小平方法結構方程模型(PLS-SEM)分析。研究結果發 現:(1)數位文化會正向影響計畫行為理論中的學習態度、主觀規範與 知覺行為控制。(2)計畫行為理論中的學習態度與知覺行為控制正向影 響學習意願，但主觀規範不顯著影響學習意願。(3)學習意願正向影響 數位能力。(4)學習意願與數位能力皆不因為教師之性別、年齡、任教 科目而有所差異。本研究根據結果提出建議，認為應強化學校中的數位文化，以提升教師對於學習數位能力的意願，並進而提升教師在數 位轉型上之能力，相關研究結果可供學校單位，以及後續研究作為參 考。

The closure schools due to COVID-19 has made educational technology tools widely used and accelerated the development of digital transformation in education. Under the trend of digital transformation, teachers' digital abilities need to be improved. And it is important that how to develop an organizational culture suitable for digital transformation to cultivate teachers' digital abilities. This research aims to explore the impact of digital culture in schools on teachers’ intention to learn digital abilities, taking digital culture as an external variable, and in-depth exploration of factors that affect learning intention through the Theory of Planned Behavior (TPB). And further explore the influence of learning intention on teachers' digital ability.
Purposive sampling method was used in questionnaire survey, online questionnaires were distributed to the teachers who use the learning management system for teaching and empowerment, and 340 valid questionnaires were collected. SPSS was used to conduct item analysis, exploratory factor analysis (EFA), reliability analysis, descriptive statistics analysis, independent-samples t test, and analysis of variance. The partial least squares structural equation modeling (PLS-SEM) analysis was carried out by SmartPLS. The results of this study shows that: (1) Digital culture has significant influences on learning attitude, subjective norm and perceived behavioral control. (2) Both learning attitude and perceived behavioral control have significant influence on learning intention, but subjective norm hasn’t significant influences on learning intention. (3) Learning intention significant influence on the ability of digital transformation. (4) Neither learning intention nor the digital ability vary by gender, age, and subject. According to the results, suggests that the digital culture in schools should be strengthened to enhance teachers' intention to learn digital abilities, and further enhance teachers' ability in digital transformation. The results of the study can be referenced by schools and follow-up researchers.

吳明隆、涂金堂（2014）。SPSS 與統計應用分析。臺北：五南。
李承傑、董旭英（2017）。偏最小平方法結構方程模型。科學發展，539， 20-25。
林永豐（2019）。經濟轉型與教育改革。臺灣教育評論月刊，8(1)，5-11。
林進山（2016）。建構智慧校園永續發展的實務探究。智慧校園暨教育創新國際研討會特刊，1(3)。
林雅珮、林坤誼（2016）。企業員工行動教育訓練行為意向的可能影響因素。科技與人力教育季刊，3(2)，1-13。
張松山（2019）。行動學習平台知識分享意圖之研究－整合計畫行為與社會資本理論。全球商業經營管理學報，11，1-13。
張春興（1989）。張氏心理學辭典，台北：東華書局。
廖珮妏、余鑑、于俊傑（2012）。應用整合型科技接受模式與創新擴散通用模型於企業導入數位學習之多層次分析。電子商務學報，14(4)，657-687。
Ahmad, N. A., Ayub, A. F. M., & Khambari, M. N. (2019). Gender digital divide: digital skills among Malaysian secondary school. International Journal of Academic Research in Progressive Education and Development, 8(4), 668-687.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action Control (pp. 11-39). Springer, Berlin, Heidelberg.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Ajzen, I., & Fishbein, M. (1975). A Bayesian analysis of attribution processes. Psychological Bulletin, 82(2), 261.
Aksal, F. A. (2015). Are headmasters’ digital leaders in school culture? Education & Science, 40(182), 77-86.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & E-learning: Perceptions & attitudes of teachers towards e-learning acceptance in the developing countries. Multicultural Education, 6(2), 100-115.
Alias, N. A., & Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the learning management system. Malaysian Online Journal of Instructional Technology, 2(2), 27-40.
Altınay, F., Dagli, G., & Altınay, Z. (2016). Digital transformation in school management and culture. In Virtual Learning. IntechOpen.
Amorim, M., Meirelles, F., Albertin, A., & Cunha, A. (2018, August 16-18). Influence of digital transformation on teaching practices. [Conference presentation]. 24th Americas Conference on Information Systems, New Orleans, Louisiana, USA.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41, 1-33.
Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9(2), 113.
Avvisati, F., & Organization for Economic Co-operation and Development (OECD). (2015). Students, computers and learning: making the connection. OECD publishing.
Balula, A., Moreira, G., Moreira, A., Kastenholz, E., Eusébio, C., & Breda, Z. (2019). Digital transformation in tourism education. Tourism in Southern and Eastern Europe, 5, 61-72.
Balyer, A., & Öz, Ö. (2018). Academicians' views on digital transformation in education. International Online Journal of Education and Teaching, 5(4), 809-830.
Bauer, D., Arnold, J., & Kremer, K. (2018). Consumption-intention formation in education for sustainable development: An adapted model based on the theory of planned behavior. Sustainability, 10(10), 3455.
Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291.
Berghaus, S., & Back, A. (2016, September 4-6). Stages in digital business transformation: results of an empirical maturity study. [Conference presentation]. MCIS 2016, Paphos, Cyprus (p. 22).
Blažič, B. J., & Blažič, A. J. (2020). Overcoming the digital divide with a modern approach to learning digital skills for the elderly adults. Education and Information Technologies, 25(1), 259-279.
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 1-20.
Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821-826.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057-1068.
Buvat, J., Crummernel, C., Kar, K., Sengupta A., Solis B., Aboud C., & Aoufi H. E. (2017). The digital culture challenge: Closing the employee-leadership gap. In Capgemini Digital Transformation Institute Survey. Paris: Capgemini Digital Transformation Institute.
Cabello-Hutt, T., Cabello, P., & Claro, M. (2018). Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil. New Media & Society, 20(7), 2411-2431.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Publications Office of the European Union.
https://edsource.org/2020/take-this-pandemic-moment-to-improve-education/633500
Chapidech, P., & Srisawasdi, N. (2021). An examination of gender differences on science teachers’ digital learning environmental preferences: A result of smart learning project in Thailand. Journal of Education Khon Kaen University, 44(2), 57-75.
Cheng, G. (2019). Exploring factors influencing the acceptance of visual programming environment among boys and girls in primary schools. Computers in Human Behavior, 92, 361-372.
Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern Methods for Business Research, 295(2), 295-336.
Chiviacowsky, S., Cardozo, P. L., & Chalabaev, A. (2018). Age stereotypes’ effects on motor learning in older adults: The impact may not be immediate, but instead delayed. Psychology of Sport and Exercise, 36, 209-212.
Chow, J., Tse, A., & Armatas, C. (2018). Comparing trained and untrained teachers on their use of LMS tools using the Rasch analysis. Computers & Education, 123, 124-137.
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425-434.
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Demirkan, H., Spohrer, J. C., & Welser, J. J. (2016). Digital innovation and strategic transformation. IT Professional, 18(6), 14-18.
DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage publications.
Dremel, C., Wulf, J., Herterich, M. M., Waizmann, J. C., & Brenner, W. (2017). How AUDI AG established big data analytics in its digital transformation. MIS Quarterly Executive, 16(2), 81-100.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Facteau, J. D., Dobbins, G. H., Russell, J. E., Ladd, R. T., & Kudisch, J. D. (1995). The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer. Journal of Management, 21(1), 1-25.
Fichman, R. G., Dos Santos, B. L., & Zheng, Z. (2014). Digital innovation as a fundamental and powerful concept in the information systems curriculum. MIS Quarterly, 38(2), 329-354.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
García-Peñalvo, F. J. (2021). Avoiding the dark side of digital transformation in teaching. An institutional reference framework for eLearning in higher education. Sustainability, 13(4), 2023.
Gautam, D. K., & Basnet, D. (2020). Organizational culture for training transfer: the mediating role of motivation. International Journal of Organizational Analysis, 29(3), 1-19.
Germine, L. T., Duchaine, B., & Nakayama, K. (2011). Where cognitive development and aging meet: Face learning ability peaks after age 30. Cognition, 118(2), 201-210.
Goran, J., LaBerge, L., & Srinivasan, R. (2017). Culture for a digital age. McKinsey Quarterly, 3, 56-67.
Grundke R., Squicciarini M., Jamet S., & Kalamova M. (2017). Having the right mix: the role of skillbundles for comparative advantage and industry performance in GVCs. OECD Science, Technology and Industry Working Papers, Paris: OECD Publishing.
Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199-206.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.
Haslam, C. R., Madsen, S., & Nielsen, J. A. (2021). Crisis-driven digital transformation: Examining the online university triggered by COVID-19. In Digitalization (pp. 291-303). Springer, Cham.
Hawkins, I., Ratan, R., Blair, D., & Fordham, J. (2019). The effects of gender role stereotypes in digital learning games on motivation for STEM achievement. Journal of Science Education and Technology, 28(6), 628-637.
Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
Hess, T., Matt, C., Benlian, A., & Wiesböck, F. (2016). Options for formulating a digital transformation strategy. MIS Quarterly Executive, 15(2), 123-139.
Hie, B. P. (2019). Impact of transforming organizational culture and digital transformation governance toward digital maturity in Indonesian banks. International Review of Management and Marketing, 9(6), 51-57.
Hollett, R. C., Gignac, G. E., Milligan, S., & Chang, P. (2020). Explaining lecture attendance behavior via structural equation modeling: Self-Determination Theory and the Theory of Planned Behavior. Learning and Individual Differences, 81, 101907.
Holmes, K., & Prieto-Rodriguez, E. (2018). Student and staff perceptions of a learning management system for blended learning in teacher education. Australian Journal of Teacher Education (Online), 43(3), 21-34.
Holton III, E. F., Bates, R. A., & Ruona, W. E. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333-360.
Horenczyk, G., & Tatar, M. (2002). Teachers’ attitudes toward multiculturalism and their perceptions of the school organizational culture. Teaching and Teacher Education, 18(4), 435-445.
Hubalovsky, S., Hubalovska, M., & Musilek, M. (2019). Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils. Computers in Human Behavior, 92, 691-705.
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?. International Journal of Information Management, 55, 102183.
Jackson, N. C. (2019). Managing for competency with innovation change in higher education: Examining the pitfalls and pivots of digital transformation. Business Horizons, 62(6), 761-772.
Kao, C. P., Lin, K. Y., & Chien, H. M. (2018). Predicting teachers’ behavioral intentions regarding web-based professional development by the theory of planned behavior. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1887-1897.
Karacay, G. (2018). Talent development for Industry 4.0. In Industry 4.0: Managing the digital transformation (pp. 123-136). Springer, Cham.
Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30(1), 17.
Kinnula, M., Laari-Salmela, S., & Iivari, N. (2015, May 26-29). Mundane or magical? Discourses on technology adoption in finnish schools. [Conference presentation]. 23rd ECIS, Münster, Germany.
Klobas, J. E., & McGill, T. J. (2010). The role of involvement in learning management system success. Journal of Computing in Higher Education, 22(2), 114-134.
Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support. Frontiers in Psychology, 12, 849.
Larsen, T. J., Sørebø, A. M., & Sørebø, Ø. (2009). The role of task-technology fit as users’ motivation to continue information system use. Computers in Human Behavior, 25(3), 778-784.
Law, N., Woo, D., Torre, J., & Wong, G. (2018). A global framework of reference on digital literacy skills for indicator 4.4.2. UNESCO Institute for Statistics.
Lin, P. H., Su, Y. N., & Huang, Y. M. (2019). Evaluating reading fluency behavior via reading rates of elementary school students reading e-books. Computers in Human Behavior, 100, 258-265.
Logan, A. (2020, May 25). British EdTech is helping schools and teachers embrace online learning. Tech Nation.
https://technation.io/news/british-edtech-helping-schools-teachers-online-learning/
Long, S. (2018). Socioanalytic methods: discovering the hidden in organisations and social systems. Routledge.
Mack, O., Khare, A., Krämer, A., & Burgartz, T. (2015). Managing in a VUCA World. Berlin: Springer.
Magenest. (2021, April 13). Digital transformation in education: Advantages and challenges in 2021. Magenest.
https://magenest.com/en/digital-transformation-in-education/
Martinez, J. (2020, June 22). Take this pandemic moment to improve education. EduSource.
https://edsource.org/2020/take-this-pandemic-moment-to-improve-education/633500
Martínez-Cantos, J. L. (2017). Digital skills gaps: A pending subject for gender digital inclusion in the European Union. European Journal of Communication, 32(5), 419-438.
Mathieu, J. E., Tannenbaum, S. I., & Salas, E. (1992). Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal, 35(4), 828-847.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.
Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). COVID-19 emergency e-learning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(1), 19.
Navaridas-Nalda, F., Clavel-San Emeterio, M., Fernández-Ortiz, R., & Arias-Oliva, M. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior, 112, 106481.
Nguyen, T. M., Nham, P. T., & Hoang, V. N. (2019). The theory of planned behavior and knowledge sharing. VINE Journal of Information and Knowledge Management Systems, 49(1), 76-94.
Niu Lung-Guang. (2019). Decision-making determinants of students participating in MOOCs: Merging the theory of planned behavior and self-regulated learning model. Computers & Education, 134, 50-62.
Nwankpa, J. K., & Roumani, Y. (2016, December 11-14). IT capability and digital transformation: A firm performance perspective [Conference presentation]. 37th International Conference on Information Systems, Dublin, Ireland.
Pöppelbuß, J., & Röglinger, M. (2011, June 9-11). What makes a useful maturity model? A framework of general design principles for maturity models and its demonstration in business process management. [Conference presentation]. ECIS 2011, Helsinki, Finland.
Raza, S. A., Qazi, W., Khan, K. A., & Salam, J. (2021). Social isolation and acceptance of the learning management system (LMS) in the time of COVID-19 pandemic: an expansion of the UTAUT model. Journal of Educational Computing Research, 59(2), 183-208.
Roslan, T. R. N., Ch'ng, C. K., & Chuah, F. (2021). Understanding students' intention to engage in deep learning: Application of the Theory of Planned Behavior. Ilkogretim Online, 20(4), 490-501.
Sánchez Prieto, J., Trujillo Torres, J. M., Gómez García, M., & Gómez García, G. (2020). Gender and digital teaching competence in dual vocational education and training. Education Sciences, 10(3), 84.
Sebastian, I., Ross, J., Beath, C., Mocker, M., Moloney, K., & Fonstad, N. (2017). How big old companies navigate digital transformation. MIS Quarterly Executive, 16(3), 197-213.
Shen, C. X. (2018). Does school-related Internet Information seeking improve academic self-efficacy? The moderating role of internet information seeking styles. Computers in Human Behavior, 86, 91-98.
Sia, S. K., Soh, C., & Weill, P. (2016). How DBS bank pursued a digital business strategy. MIS Quarterly Executive, 15(2), 105-121.
Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1-14.
SkillsFuture Singapore. (2017, November 10). Skills Framework for Information and Communication Technology. SkillsFuture Singapore. https://www.skillsfuture.gov.sg/skills-framework/ict
Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In International handbook of information technology in primary and secondary education (pp. 449-460). Springer.
Sousa, M. J., & Rocha, Á. (2019). Skills for disruptive digital business. Journal of Business Research, 94, 257-263.
Sowa, K., & Przegalinska, A. (2019). Digital coworker: Human-AI collaboration in work environment, on the example of virtual assistants for management professions. In Collaborative innovation networks conference of Digital Transformation of Collaboration (pp. 179-201). Springer, Cham.
Tawil, S., & Locatelli, R. (2015). Rethinking Education: Towards a Global Comon Good. Paris: UNESCO.
Taylor, S., & Todd, P. (1995). Decomposition and crossover effects in the theory of planned behavior: A study of consumer adoption intentions. International Journal of Research in Marketing, 12(2), 137-155.
Teichert, R. (2019). Digital transformation maturity: A systematic review of literature. Acta Universitatis Agriculturae Et Silviculturae Mendelianae Brunensis, 67(6), 1673-1687.
Tho, N. D. (2017). Knowledge transfer from business schools to business organizations: the roles absorptive capacity, learning motivation, acquired knowledge and job autonomy. Journal of Knowledge Management, 21(5), 1240-1253.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). New guidelines provide roadmap for safe reopening of schools. UNESCO.
https://en.unesco.org/news/new-guidelines-provide-roadmap-safe-reopening-schools
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). UNESCO roadmap for implementing the global action programme on education for sustainable development. Paris: UNESCO.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118-144.
Voronin, D. M., Saienko, V. G., & Tolchieva, H. V. (2020, May 23-24). Digital transformation of pedagogical education at the university. [Conference presentation]. 2020 Digitalization of Education: History, Trends and Prospects, Yekaterinburg, Russia.
Wei, L. M., Piaw, C. Y., Kannan, S., & Moulod, S. A. (2016). Relationship between teacher ICT competency and teacher acceptance and use of School Management System (SMS). Malaysian Online Journal of Educational Technology, 4(4), 36-52.
World Economic Forum (WEF). (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva: World Economic Forum.
World Economic Forum (WEF). (2018). The future of jobs report 2018. Geneva: World Economic Forum.
World Economic Forum (WEF). (2020). The Future of Jobs Report 2020. Geneva: World Economic Forum.
Záhorec, J., Nagyová, A., & Hašková, A. (2019). Teachers' attitudes to incorporation digital means in teaching process in relation to the subjects they teach. International Journal of Engineering Pedagogy, 9(4), 101-120.