Teachers' attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

Authors:
Chia-Pin Kao;Chin-Chung Tsai
Affiliations:
Department of Early Childhood Care and Education, Hsin Sheng College of Medical Care and Management, #418, Gaoping Sec., Zhongfeng Rd., Taoyuan County, 325, Taiwan;Graduate School of Technological and Vocational Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan
Venue:
Computers & Education
Year:
2009

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Abstract

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy (ISS), beliefs about web-based learning (BWL), and attitudes toward web-based professional development (AWPD) revealed high reliability. In this study, the results supported that teachers' Internet self-efficacy and beliefs about web-based learning were important predictors of their attitudes toward web-based professional development. The belief for the positive consequences of web-based learning is very important for the favorable attitudes toward web-based professional development.