Predicting teachers' behavioral intentions regarding web-based professional development by the theory of planned behavior

Chia Pin Kao, Kuen Yi Lin, Hui Min Chien

Research output: Contribution to journalArticle

Abstract

This study utilized the Theory of Planned Behavior as our basis, while considering important demographic variables such as gender and age, we constructed a comprehensive model of elementary school teachers' behavioral intentions regarding web-based professional development. A survey was conducted among 359 elementary school teachers, and path analysis was used to construct a model of elementary school teachers' behavioral intentions regarding web-based professional development. The following conclusions are made: (1) demographic variables (gender and age) had only indirect effects on teachers' behavioral intentions regarding web-based professional development; age in particular had a negative impact on perceived behavioral control, which in turn negatively influenced such behavioral intentions; (2) the primary factor influencing elementary school teachers' behavioral intentions in this regard was attitude, followed by perceived behavioral control. Based on the above conclusions, we propose specific suggestions for researchers, practitioners, administrators, and professional development specialists.

Original languageEnglish
Pages (from-to)1887-1897
Number of pages11
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number5
DOIs
Publication statusPublished - 2018 Jan 1

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Professional Development
elementary school teacher
Web-based
teacher
Path Analysis
gender
path analysis
Model
Gender

Keywords

  • Behavioral intentions
  • Elementary school teachers
  • Theory of planned behavior
  • Web-based professional development

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

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