電子化學習除輔助傳統教學方法外，更能有效跨越時間與空間限制，成為獲取知識的學習管道之一。過去有許多研究者探討學生使用電子化學習的動機與成效，然而在電子化學習環境中除了學習者之外，授課者的態度與意願也是影響電子化學習使用的關鍵因素。因此，本研究以自我決定理論(包含內在激勵與外在激勵)為基礎，以知覺創新特性、知覺自主性、知覺勝任感、知覺聯繫感、主觀規範與組織政策為前置因子，探討國高中與大學教師再使用或接受電子化學習之意願。研究對象以國高中與大學教師為主，採用紙本與網路問卷，有效樣本388份，並以結構方程模型檢驗研究假設。由資料分析結果，得知內在激勵、外在激勵以及態度對教師使用電子化學習會有正向且顯著的影響。另外，是否使用過電子化學習教師的知覺自主性、知覺勝任感對其內在激勵皆有正向影響，在主觀規範及組織政策對外在激勵也有顯著影響。最後，研究建議學校對使用過電子化學習的教師，應多尊重其教學自主性，並充分授權教師使用電子化學習之教學方式。更可改善電子化學習環境提供更加人性化且方便使用的教學平台，進而提升教師內在激勵之長期使用意願。而對於未使用過電子化學習的教師，必需授權教師自行決定是否參與電子化學習教學方式；也可提供教學優良教師等獎勵或將電子化學習列為教師考績及升等項目，以提升教師參與電子化學習之意願。

E-learning is not only an auxiliary tool of traditional teaching methods, but it also can cross boundaries of time and space for the purpose of interacting with learners. Learners’ motivation and its outcomes have been studied; however, the attitude of teachers and willingness of acceptance of e-learning are also important elements that affect the use of e-learning. Therefore, this study adopts self-determination theory, including intrinsic motivation and extrinsic motivation and applies the perceived characteristics of innovation, perceived autonomy, competence, relatedness, subject norm and organizational policy as antecedents to examine teachers’ willingness to reuse or adopt e-learning. The research object is focused on teachers in Taiwan. Paper- and Internet-based questionnaires are used for data collection, and, as a result, 388 questionnaires are found to be valid, and are subsequently analyzed by SEM. The results indicate that intrinsic, extrinsic motivation and attitude have a positive and significant influence on willingness to use e-learning. Further, perceived autonomy and competence have a positive influence on intrinsic motivation, and subject norm and organizational policy also have a positive influence on extrinsic motivation in both the reuse and the adoption model. Finally, this study suggests that schools should respect teachers’ decisions and should fully authorize them to use e-learning. Additionally, an improvement with regard to the accessibility and ease of use of the e-learning platform can facilitate teachers’ intrinsic motivation for continuous use. However, for teachers who have never used e-learning, schools can provide more freedom for the use of e-learning and authorization to design course content using it as a tool. The school also can implement a reward system, such as award of excellence or performance evaluations for the purpose of enhancing teachers’ willingness to use e-learning systems.

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