The exploration of elementary school teachers' internet self-efficacy and information commitments: A study in Taiwan

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题名:	The exploration of elementary school teachers' internet self-efficacy and information commitments: A study in Taiwan
作者:	王立仁;Wu, Ying-Tien;Wang, Li-Jen
贡献者:	總教學中心語言中心
关键词:	Case studies;Computer literacy;Correlation;Correlation analysis;Educational aspects;Educational environment;Educational Practices;Effectiveness;Elementary Education;Elementary School Teachers;Elementary Schools;Exploration;Factor Analysis;Foreign Countries;Full Length Articles;Information search;Information standards;Internet;Internet information resources;Likert Scales;Mathematical models;Online learning;Online searching;Practice;Reliability analysis;Reliability aspects;Self Efficacy;Structural Equation Models;Studies;Taiwan;Teacher Attitudes;Teacher Effectiveness;Teacher Surveys;Teachers;Technological Literacy;Technology application;Technology Integration;Technology Uses in Education
日期:	2015-01-01
上传时间:	2026-04-23 14:28:14 (UTC+8)
出版者:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:	摘要： This study aimed to explore teachers' Internet self-efficacy and information commitments. More importantly, this study also attempted to identify possible factors that affect the teachers' Internet self-efficacy. The participants were 301 elementary school teachers. In this study, the Internet Self-efficacy Survey (ISS) and the Information Commitments Survey (ICS) were used. Through both exploration factor analyses (EFA) and confirmatory factor analyses (CFA), this study reconfirmed the validity and reliability of the two instruments. This study revealed that the teachers, in general, expressed satisfactory Internet self-efficacy and relatively tended to use advanced information commitments. The correlational analyses revealed that the teachers' information commitments were significantly correlated with their Internet self-efficacy (p < .05). In order to examine if the teachers' information commitments were influential factors for their Internet self-efficacy, a series of structural equation modeling (SEM) analyses was conducted. The SEM analyses further confirmed that the teachers' information commitments were significant factors affecting their Internet self-efficacy. The finding above was then discussed based on Bandura's self-efficacy theory. Also, some important implications on educational practices and future research were discussed. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-01-01 出處： Educational Technology & Society, 2015-01, Vol.18 (1), p.211-222 資源來源： Airitilibrary華藝線上圖書館版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201501_18(1).0018
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