本研究實施問卷調查，以瞭解參與攜手計畫教師與未參與攜手計畫教師在未來時間觀、任務價值與教學意志力的差異，並分析未來時間觀與任務價值，對教學意志力的關係。本研究從臺北市與新北市各區隨機抽取總校數四分之一的國小，針對教師寄發問卷，共回收參與攜手計畫教師377份問卷與未參與攜手計畫教師386份問卷。問卷資料經採因素分析、多變量變異數分析、結構方程模式分析後，發現一些重要結論，首先，參與攜手計畫教師整體上雖具有良好的未來時間觀、任務價值與教學意志力，但在部分層面上仍低於未參與攜手計畫教師。其次，本研究所提出之「未來時間觀與任務價值對教學意志力關係」的假設模式，具有理想的適配度。最後，良好的未來時間觀與任務價值，有助於增進攜手計畫教師的教學意志力，而且良好的未來時間觀還能促進良好的任務價值感，而更加提高教學意志力。 This study analyzed the relationships between the future time perspective, task value, and teaching volition of elementary school teachers in Taiwan. Questionnaires were administered to both teachers participating in the Hand-in-Hand Project and non-participating teachers in Taipei City and New Taipei City. Participating teachers returned 377 questionnaires and non-participating teachers returned 386 questionnaires. Factor analysis, MANOVA, and structural equation models were used to analyze the questionnaire data and several valuable results were found.
First, the teachers participating in the Hand-in-Hand Project reported a weaker future time perspective, lower task value, and lower level of teaching volition than non-participating teachers. Second, the goodnessof- fit of the hypothetical structural relationships between future-time perspective, task value, and teaching volition was satisfactory. Finally, future-time perspective and task value were found to have a considerable impact on the teaching volition of teachers participating in the Hand-in- Hand Project.
