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

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.