本研究旨在探討新北市某都市型國小教師對ChatGPT之使用接受度及其影響因素，並以科技接受模式（Technology Acceptance Model, TAM）為理論基礎進行分析。隨著生成式人工智慧（Generative AI）在教育現場的快速發展，ChatGPT 已逐漸成為教師在教學上的輔助工具。然而，不同教師在使用頻率、應用範圍與接受態度上仍呈現差異。因此，本研究旨在瞭解教師對ChatGPT的知覺有用性、知覺易用性、使用態度與行為意圖之關係，並探討不同背景變項及使用經驗對其接受度的影響，進而呈現出國小教師於教學及生活面向中實際的使用時機與應用行為。
因此，本研究採混合研究方法，先以都市型國小中有使用ChatGPT經驗的教師為對象蒐集問卷，再透過獨立樣本T檢定及ANOVA等統計分析方法，瞭解教師對ChatGPT的知覺有用性、知覺易用性、使用態度與行為意圖之關係；再以半結構式的訪談蒐集六位具有不同背景特徵之教師，深入瞭解教師的實際使用經驗與看法，用以詮釋統計分析中未達顯著差異之結果。研究結果顯示，此都市型國小教師普遍對於ChatGPT持正面態度，肯認其高度便利性與實用性；知覺有用性與知覺易用性對使用態度與行為意圖皆具顯著影響，符合科技接受模式之理論預測；但在性別、年齡、教學年資、教育程度、使用版本及研習經驗等變項間，卻未出現顯著差異。由此可見，教師是否願意使用 ChatGPT是取決於其對工具功能與效益的認知。最後，本研究也彰顯了教育行政機關可持續推動AI應用研習與教學實例分享的機會，以促進教師對生成式AI 工具的使用動機。

This study investigates the acceptance and influencing factors of ChatGPT among teachers at an urban elementary school in New Taipei City, utilizing the Technology Acceptance Model （TAM） as the theoretical framework for analysis. With the rapid development of Generative Artificial Intelligence （Generative AI） in the educational landscape, ChatGPT has gradually become an assistive tool for teachers in their pedagogical practices. However, variations persist among teachers regarding usage frequency, scope of application, and acceptance attitudes.
Therefore, this research aims to understand the relationships among teachers' perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention regarding ChatGPT. It also explores the impact of different background variables and usage habits on their acceptance, thereby illustrating the actual usage occasions and application behaviors of elementary school teachers in both teaching and daily life contexts.
Therefore, this study adopted a mixed-methods research design. A questionnaire survey was first administered to teachers in an urban elementary school who had experience using ChatGPT. Independent-samples t-tests and one-way ANOVA were then conducted to examine the relationships among teachers’ perceived usefulness, perceived ease of use, attitudes toward use, and behavioral intention regarding ChatGPT. Subsequently, semi-structured interviews were conducted with six teachers possessing diverse background characteristics to gain an in-depth understanding of their actual usage experiences and perspectives, thereby providing interpretive support for the non-significant results identified in the quantitative statistical analyses.
The research findings indicate that teachers at this urban elementary school generally hold a positive attitude toward ChatGPT, acknowledging its high convenience and practicality. Both perceived usefulness and perceived ease of use were found to have a significant impact on attitude toward use and behavioral intention, consistent with the theoretical predictions of the Technology Acceptance Model. However, no significant differences were observed across variables such as gender, age, teaching seniority, educational level, version used, and training experience. This suggests that teachers' willingness to use ChatGPT is primarily determined by their perception of the tool's functions and benefits. Finally, this study highlights the opportunity for educational administrative agencies to continually promote AI application workshops and the sharing of teaching best practices to enhance teachers' motivation to use Generative AI tools.