本研究旨在建構影響國小教師資訊融入教學創新行為之結構模式，並檢定該模式之性別恆等性。本研究以823位高雄市現職國小教師為對象。研究工具是自編的「影響國小教師資訊融入教學創新行為」調查問卷。研究資料以結構方程式進行潛在變項間之徑路分析及性別恆等性之檢定。研究結果發現如列：（1）國小教師資訊融入教學創新氣氛、資訊融入教學專業素養及資訊融入教學創新動機對資訊融入教學創新行為均有直接效果，其中以資訊融入教學專業素養之直接效果最大，資訊融入教學創新氣氛之直接效果最小；（2）國小教師資訊融入教學創新氣氛及資訊融入教學專業素養對資訊融入教學創新動機均有直接效果，其中以資訊融入教學專業素養之直接效果較大；（3）國小教師資訊融入教學創新氣氛對資訊融入教學專業素養有直接效果；（4）男女教師在本研究結構模式中的因素負荷量、結構加權及結構共變沒有顯著差異；（5）男女教師在本研究結構模式的差異是在結構平均數、結構截距、測量截距與測量殘差。研究者根據上述研究發現對後續研究提出建議。

The purpose of this study was totest a structural equation model and to assess the sex structure invariance of factors affecting innovative behavior of information infused instruction for elementary school teachers. A questionnaire, Questionnaire on factors affecting innovative behavior of information infused instruction for elementary school teachers,” was created for study. The sample was composed of 823 elementary school teachers in Kaohsiung City. Major findings of the study were as follows: (1) “ innovative climate of information infused instruction,” “pedagogical literacy of information infused instruction,” and “innovative motivation of information infused instruction” had significant direct effect on “innovative behavior of information infused instruction”; (2) “innovative climate of information infused instruction” and “the pedagogical literacy of information infused instruction” had significant direct effect on “innovative motivation of information infused instruction”; (3) “innovative climate of information infused instruction” had significant direct effect on “pedagogical literacy of information infused instruction” ; (4) males and females showed no significant difference in measurement weights, structural weights, and structural covariances; (5) relative comparison showed that differences existed in structural means, structural intercepts , measurement intercepts, and measurement residuals of both sexes. According to these recommendations to follow-up researchers for future research are proposed.