Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers

Autor/inn/en	Kao, Chia-Pin; Tsai, Chin-Chung; Shih, Meilun
Titel	Development of a Survey to Measure Self-Efficacy and Attitudes toward Web-Based Professional Development among Elementary School Teachers
Quelle	In: Educational Technology & Society, 17 (2014) 4, S.302-315 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Surveys; Test Construction; Self Efficacy; Teacher Attitudes; Web Based Instruction; Educational Technology; Faculty Development; Elementary School Teachers; Interviews; Internet; Interaction; Self Esteem; Teaching Methods; Factor Analysis; Correlation; Questionnaires; Foreign Countries; Anxiety; Taiwan + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Testaufbau; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Web Based Training; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Interaktion; Self-esteem; Selbstaufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Faktorenanalyse; Korrelation; Fragebogen; Ausland; Angst
Abstract	The major purpose of this study was to develop a survey to measure elementary school teachers' self-efficacy for web-based professional development. Based on interviews with eight elementary school teachers, three scales of web-based professional development self-efficacy (WPDSE) were formed, namely, general self-efficacy (measuring teachers' general capabilities of using Internet tools or completing basic web-based tasks), interaction self-efficacy (assessing teachers' perceived abilities of engaging in interactions in online professional development activities), and applying self-efficacy (evaluating teachers' confidence level of applying what they have learned in web-based professional development to their future teaching). The results of Exploratory Factor Analysis (EFA) indicated that the three scales of WPDSE arising from the interviews and the Cronbach alpha values, ranging from 0.92 to 0.85, were acceptable. Subsequently, a large-scale survey was conducted to examine the relationships between teachers' self-efficacy and attitudes toward web-based professional development with a sample of 214 elementary school teachers in Taiwan using a questionnaire that included WPDSE and an established scale for measuring attitudes toward web-based professional development (AWPD). The results indicated that teachers' self-efficacy played a positive role in their attitudes towards web-based professional development. The results also indicated that teachers' confidence in their interaction self-efficacy and in their applying self-efficacy was more important than their confidence in their general self-efficacy in predicting their attitudes toward web-based professional development. Implications of the study findings were also discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10