Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning
Computers & EducationPublished 24 January 2009
Chia‐Pin Kao, Chin‐Chung Tsai
Citations150
SJR quartileQ1
SJR score3.34
SNIP4.18
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TL;DR
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.
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
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