Predicting Teachers’ Behavioral Intentions Regarding Web-based Professional Development by the Theory of Planned Behavior
Chia-Pin Kao 1, Kuen-Yi Lin 2 * , Hui-Min Chien 3
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1 Southern Taiwan University of Science and Technology, Tainan, TAIWAN
2 National Taiwan Normal University, Taipei City, TAIWAN
3 Cheng Shiu University, Kaohsiung City, TAIWAN
* Corresponding Author

Abstract

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/85425

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 5, pp. 1887-1897

Publication date: 18 Feb 2018

Article Views: 755

Article Downloads: 367

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