乡村教师参与混合式研修意愿的影响机制研究——基于计划行为理论视角

A Study on the Influence Mechanism of Rural Teachers’ Willingness to Participate in Blended Training— Based on the Perspective of Planned Behavior Theory

中文关键词:  乡村教师；混合式研修；参与意愿；计划行为理论；影响机制

英文关键词:rural teachers， blended training， willingness to participate， planned behavior theory， influence mechanism

中文摘要:

      为厘清乡村教师参与混合式研修意愿的影响机制，依据计划行为理论，采用乡村教师参与混合式研修意愿量表对 1774 名中小学乡村教师进行调查。结果显示：（1）主观规范通过行为态度间接正向显著影响乡村教师参与混合式研修意愿；（2）知觉行为控制直接或间接通过行为态度正向显著影响乡村教师参与混合式研修意愿；（3）行为态度直接正向显著影响乡村教师参与混合式研修意愿；（4）教龄、职称差异显著影响乡村教师参与混合式研修意愿。基于此，建议加快数字化循证决策，增强乡村教师参与混合式研修的主观规范性；依托智能化研修平台，提高乡村教师参与混合式研修的感知行为控制力；设计效能化研修活动，改善乡村教师参与混合式研修的行为态度。

英文摘要:

      In order to clarify the influence mechanism of rural teachers’ willingness to participate in blended training， a sur? vey of 1，774 primary and secondary school rural teachers was conducted using a willingness scale based on the planned behavior theory. The results show that：（1） subjective norms have an indirect positive significant impact on rural teachers’ willingness to participate in blended training through behavioral attitudes；（2） perceived behavioral control has a positive significant impact on rural teachers’ willingness directly or indirectly through behavior and attitude；（3） behavioral attitudes directly significantly af? fect rural teachers’ willingness； and （4） the difference of years of teaching experience and professional title significantly affects the willingness. Based on these findings， recommendations are made including accelerating digital evidence-based decisionmaking to enhance subjective norms， relying on intelligent training platforms to improve perceived behavioral control， and design? ing effective training activities to improve teachers’ behavioral attitudes of participating in blended training.