Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet Self-efficacy and Belief about Web-based Learning

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Chia-Pin Kao, Ying-Tien Wu, Chin-Chung Tsai, " Elementary School Teachers’ Motivation toward Web-based Professional Development, and the Relationship with Internet
Self-efficacy and Belief about Web-based Learning", Pages 406-415, Copyright Elsevier
(February 2011).

The purpose of this study was to explore the relationships between teachers’ motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning.

A questionnaire of assessing motivation toward web-based professional development was developed.

484 elementary school teachers answered the survey.

The findings reveal that 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.

This study indicates that the teachers’ Internet self-efficacy and behavioral beliefs about web-based learning are significant predictors for their motivation toward web-based professional development.