Elementary school teachers' motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/51585

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/51585

Title:	Elementary school teachers' motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning
Authors:	Kao,CP;Wu,YT;Tsai,CC
Contributors:	網路學習科技研究所
Keywords:	EDUCATION PARTICIPATION SCALE;COLLEGE-STUDENTS;UNIVERSITY-STUDENTS;RESPONSE CATEGORIES;COMPETENCE BELIEFS;OPTIMAL NUMBER;ASSISTED TOOL;ATTITUDES;COMPUTERS;MODEL
Date:	2011
Issue Date:	2012-03-27 18:56:44 (UTC+8)
Publisher:	國立中央大學
Abstract:	This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about web-based learning were significant predictors for their motivation toward web-based professional development. The 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. (C) 2010 Elsevier Ltd. All rights reserved.
Relation:	TEACHING AND TEACHER EDUCATION
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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