本研究旨在在於瞭解中學階段教師的人格特質、認知彈性及面對新興科技——虛擬實境的接受度之關係，試圖了解中學階段教師人格特質、認知彈性及虛擬實境科技接受度之現況，分析不同背景變項對於此三個變項的差異情形、探討三個變項之間的相關、預測及因果關係。
本研究採滾雪球抽樣，以自編之「中學教師人格特質、認知彈性及虛擬實境科技接受度之研究調查問卷」實施調查，共計回收171份，有效問卷為164份，有效問卷回收率為96%，其中又以曾參與虛擬實境相關研習的教師153份所得資料以描述性統計、單因子變異數、皮爾森績差相關、多元逐步回歸、結構方程等方法加以分析，獲得以下結論：
一、中等學校教師的「人格特質」組成較傾向「外向」、「直覺」、「情感」及「判斷」構面；中等學校教師在「虛擬實境科技接受度」及「認知彈性」之現況具有正面傾向。
二、中等學校教師在「虛擬實境科技接受度」中，以「知覺有用性」構面較高，「使用態度」次之，「知覺易用性」的科技接受度構面最低。
三、不同背景變項之對「教師人格特質」、「認知彈性」與「虛擬實境科技接受度」具有差異。
四、中學教師「人格特質」與教師「認知彈性」呈現正相關；中學教師「人格特質」之「直覺」、「情感」及「感知」與教師「虛擬實境科技接受度」呈現正相關；教師「認知彈性」與教師「虛擬實境科技接受度」呈現正相關。
五、教師「人格特質」、「認知彈性」對「虛擬實境科技接受度」具有顯著預測力。
六、教師「認知彈性」為教師「人格特質」與教師「虛擬實境科技接受度」呈現正相關的中介變項。
綜合以上，本研究提供了有關中學教師人格特質、認知彈性和虛擬實境科技接受度之間關聯的重要洞察，對於推進教育科技應用和教師專業發展具有實際價值。

The study aims to investigate the current status of personality traits, cognitive flexibility, and acceptance of virtual reality technology among middle school teachers, analyze the differences in these three variables based on different background variables, explore the correlations, predictions, and forecast among these variables.
The method adopted in this study was Snowball sampling, with 171 copies were collected. The valid questionnaire surveys were 164 copies, and valid return ratio was 96.0%. Among them, 153 teachers who had participated in virtual reality-related workshop were analyzed by descriptive statistics, one-way ANOVA, Pearson correlation coefficient, multiple regression, as well as structure equation modeling analysis. The conclusions are as follows:
1.Middle school teachers tend to exhibit "extraversion", "intuition", "feeling", and "judging" in their personality traits. They generally have a positive inclination towards acceptance of virtual reality technology and cognitive flexibility.
2.Among the dimensions of acceptance of virtual reality technology, middle school teachers ranked higher in "perceived usefulness", followed by "behavioral intention ", and "perceived ease of use" had the lowest level of acceptance.
3.Different background variables showed differences in the personality traits, cognitive flexibility, and acceptance of virtual reality technology among teachers.
4.There is a positive correlation between teachers' personality traits and cognitive flexibility. The dimensions of "intuition", "feeling", and "perceiving" in teachers' personality traits are positively correlated with their acceptance of virtual reality technology. Cognitive flexibility is also positively correlated with the acceptance of virtual reality technology among teachers.
5.Teachers' personality traits and cognitive flexibility have significant predictive power for the acceptance of virtual reality technology.
6.Teachers' cognitive flexibility acts as a mediator between teachers' personality traits and their acceptance of virtual reality technology.
In summary, this research provides valuable insights into the correlation between high school teachers' personality traits, cognitive flexibility, and the acceptance of virtual reality technology. These findings hold practical significance in advancing the application of educational technology and professional development for teachers.

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