Elementary school teachers' motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning

Chia Pin Kao, Ying Tien Wu, Chin Chung Tsai

Research output: Contribution to journalArticlepeer-review

79 Scopus citations

Abstract

This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about web-based learning were significant predictors for their motivation toward web-based professional development. The teachers with higher Internet self-efficacy and stronger beliefs about the positive consequences of web-based learning tended to express higher motivation toward web-based professional development.

Original languageEnglish
Pages (from-to)406-415
Number of pages10
JournalTeaching and Teacher Education
Volume27
Issue number2
DOIs
StatePublished - Feb 2011

Keywords

  • Learning beliefs
  • Motivation
  • Self-efficacy
  • Web-based professional development

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