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

Chia Pin Kao; Chin Chung Tsai

doi:10.1016/j.compedu.2008.12.019

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

Chia Pin Kao, Chin Chung Tsai

Program of Learning Sciences

Research output: Contribution to journal › Article › peer-review

76 Citations (Scopus)

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.

Original language	English
Pages (from-to)	66-73
Number of pages	8
Journal	Computers and Education
Volume	53
Issue number	1
DOIs	https://doi.org/10.1016/j.compedu.2008.12.019
Publication status	Published - 2009 Aug

Keywords

Adult learning
Improving classroom teaching
Lifelong learning

ASJC Scopus subject areas

Computer Science(all)
Education

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

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.",

keywords = "Adult learning, Improving classroom teaching, Lifelong learning",

author = "Kao, {Chia Pin} and Tsai, {Chin Chung}",

note = "Funding Information: Funding of this research work is supported by National Science Council, Taiwan, by Grant Nos. 94-2511-S-009-003, 95-2511-S-011-002 and 96-2511-S-011-001. Copyright: Copyright 2009 Elsevier B.V., All rights reserved.",

year = "2009",

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doi = "10.1016/j.compedu.2008.12.019",

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AU - Kao, Chia Pin

AU - Tsai, Chin Chung

N1 - Funding Information: Funding of this research work is supported by National Science Council, Taiwan, by Grant Nos. 94-2511-S-009-003, 95-2511-S-011-002 and 96-2511-S-011-001. Copyright: Copyright 2009 Elsevier B.V., All rights reserved.

PY - 2009/8

Y1 - 2009/8

N2 - 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.

AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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