本研究採用問卷調查方式，並以科技接受模式理論為基礎，探討台南市國中教 師使用LINE進行親師溝通之認知與行為意圖。 本研究共發放450份問卷，回收且有效問卷共計425份，有效問卷率為94.4%。回 收之有效問卷採用SPSS軟體進行分析，並透過信效度分析、敘述性統計分析、獨立 樣本T檢定、單因子變異數分析及皮爾遜積差相關等研究方法，探討教師背景與人格 特質對知覺易用性、知覺有用性及行為意圖之間的差異性與相關性，研究結果如下： 1. 不同人格特質的國中教師使用LINE進行親師溝通之知覺易用性與知覺有用性均 有顯著差異。 2. 國中教師使用LINE進行親師溝通之知覺易用性與知覺有用性有顯著相關。 3. 國中教師使用LINE進行親師溝通之知覺易用性與知覺有用性對行為意圖均有顯 著相關。 最後，根據本研究之結論提出具體建議，以提供LINE平台及相關教育人員使用 LINE進行親師溝通或做後續研究之參考。

With the popularity of smartphones and the convenience of the Internet, there is a new media for communication between people. Using LINE for parent-teacher communication becomes a trend gradually. Questionnaire survey is used by this research. Based on the Theory of Technology Acceptance Model (TAM) as the framework, this paper explores the cognitive and behavioral intention of teachers in Tainan City. This research delivers 450 copies of questionnaires and receives 425 valid copies. The effective rate is 94.4 %. The data gathered was analyzed by the statistical analysis tools –SPSS. The analysis methods included: reliability and validity, descriptive statistics, T-test, one-way ANOVA, and Pearson Product-moment Correlation analysis. This paper explores the differences and correlations between teachers’ background and personality traits on perceive e of use, perceived usefulness and behavioral intentions. The findings of this study are listed as following: 1. Different personality traits of the Junior High School teachers’ using LINE for parent-teacher communication are significantly different on perceived ease of use and perceived usefulness. 2. The perceived ease of use and perceived usefulness of the Junior High School teachers’ using LINE for parent-teacher communication are relevant significantly. 3. The perceived ease of use and perceived usefulness of the Junior High School teachers’ using LINE for parent-teacher communication have a significant correlation on the behavioral intention. Finally, according to the conclusions of this study to make specific recommendations to provide LINE platform and related education staff to use LINE for parent-teacher communication or follow-up study of the reference.