Abstract
There is a large body of study concerning primary school teachers’ technology integration, and their web-based professional development self-efficacy and attitudes. However, little research has been particularly conducted to investigate the effects of self-efficacy and attitudes toward professional development on teachers’ intention to integrate technologies in their teaching activities. Using a sample of 368 primary school teachers, we empirically investigate how teachers’ technology integration is affected by their self-efficacy and attitudes toward web-based professional development. Factor analysis, correlation analysis, and stepwise regression were adopted in this study. Results show that the primary school teachers’ self-efficacy and attitudes toward web-based professional development are the important predictors of their perceptions of integrating technology into their teaching. The results indicate that improving the primary school teachers’ learning attitudes and cultivating their self-efficacy are conducive to the intention to integrate technology with their teaching activities, which may strengthen the teaching effectiveness through the aid of web-based technologies. Besides, Internet experience may help teachers feel confident about their own ability to participate teachers’ web-based professional development programs, and will lead to more positive teaching conceptions of technology integration.
Similar content being viewed by others
References
Ajzen, I. (2005). Attitudes, personality, and behavior, McGraw-Hill Education (UK): Maidenhead.
Antonenko, P. D., Toy, S., & Niederhauser, D. S. (2012). Using cluster analysis for data mining in educational technology research. Educational Technology Research and Development,60(3), 383–398.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development,67(3), 1206–1222.
Barak, M. (2017). Cloud pedagogy: Utilizing web-based technologies for the promotion of social constructivist learning in science teacher preparation courses. Journal of Science Education and Technology,26(5), 459–469.
Berrocoso, J. V., Sanchez, M. R. F., & Dominguez, F. I. R. (2013). Best educational practices with ICT and subjective well-being in innovative teachers. Educacion XX1, 16(1), 255–279.
Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can you tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice,14(3), 269–285.
Chang, C. S., Liu, E. Z. F., Sung, H. Y., Lin, C. H., Chen, N. S., & Cheng, S. S. (2014). Effects of online college student's internet self-efficacy on learning motivation and performance. Innovations in Education and Teaching International,51(4), 366–377.
Chen, Y. J., Chien, H. M., & Kao, C. P. (2019). Online searching behaviours of preschool teachers: A comparison of pre-service and in-service teachers’ evaluation standards and searching strategies. Asia-Pacific Journal of Teacher Education,47(1), 66–80.
Chikasanda, V. K. M., Otrel-Cass, K., Williams, J., & Jones, A. (2013). Enhancing teachers' technological pedagogical knowledge and practices: A professional development model for technology teachers in Malawi. International Journal of Technology and Design Education,23(3), 597–622.
Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of Educational Computing Research,44(1), 59–82.
Claro, M., Salinas, A., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., et al. (2018). Teaching in a digital environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills. Computers & Education,121, 162–174.
Coscollola, M. D., & Graells, P. M. (2011). Classroom 2.0 experiences and building on the use of ICT in teaching. Comunicar, 19(37), 169–174.
Costa, S., Cuzzocrea, F., & Nuzzaci, A. (2014). Uses of the internet in educative informal contexts. Implication for formal education. Comunicar,22(43), 163–171.
Downey, J. P., & Smith, L. A. (2011). The role of computer attitudes in enhancing computer competence in training. Journal of Organizational and End User Computing,23(3), 81–100.
Furlonger, B., & Budisa, S. (2016). Internet sites and apps available to students seeking counselling, and what school counsellors should know about them. Journal of psychologists and Counsellors in Schools,26(1), 68–83.
Gao, P., Wong, A. F., Choy, D., & Wu, J. (2011). Beginning teachers' understanding performances of technology integration. Asia Pacific Journal of Education,31(2), 211–223.
Gonzalez-Sanmamed, M., Sangra, A., & Munoz-Carril, P. C. (2017). We can, we know how; But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools. Technology Pedagogy and Education,26(5), 633–647.
Hsu, C. K., Hwang, G. J., Chuang, C. W., & Chang, C. K. (2012). Effects on learners' performance of using selected and open network resources in a problem-based learning activity. British Journal of Educational Technology,43(4), 606–623.
Janssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning,32(5), 456–467.
Johnson, R. D., Li, Y., & Dulebohn, J. H. (2016). Unsuccessful performance and future computer self-efficacy estimations: Attributions and generalization to other software applications. Journal of Organizational and End User Computing,28(1), 1–14.
Kao, C. P., Lin, K. Y., & Chien, H. M. (2018). Predicting teachers’ behavioral intentions regarding web-based professional development by the theory of planned behavior. EURASIA Journal of Mathematics, Science and Technology Education,14(5), 1887–1897.
Kao, C. P., & Tsai, C. C. (2009). Teachers' attitudes toward web-based professional development, with relation to internet self-efficacy and beliefs about web-based learning. Computers & Education,53(1), 66–73.
Kao, C. P., Tsai, C. C., & Shih, M. (2014). Development of a survey to measure self-efficacy and attitudes toward web-based professional development among elementary school teachers. Educational Technology & Society,17(4), 302–315.
Kao, C. P., Wu, Y. T., & Tsai, C. C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27, 406–415.
Kim, H., Choi, H., Han, J., & So, H. J. (2012). Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea. Australasian Journal of Educational Technology,28(6), 965–982.
Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerning the use of ICT in education. Eurasia Journal of Mathematics Science and Technology Education,13(8), 4405–4417.
Lei, P.-L., Lin, S. S. J., & Sun, C.-T. (2013). Effect of reading ability and internet experience on keyword-based image search. Educational Technology & Society,16(2), 151–162.
Ministry of Education [MOE]. (2016). Yearbook of teacher education statistics The Republic of China. Taipei: Ministry of Education.
Peeraer, J., & Van Petegem, P. (2012). The limits of programmed professional development on integration of information and communication technology in education. Australasian Journal of Educational Technology,28(6), 1039–1056.
Rakap, S., Jones, H. A., & Emery, A. K. (2015). Evaluation of a web-based professional development program (Project ACE) for teachers of children with autism spectrum disorders. Teacher Education and Special Education,38(3), 221–239.
Teo, T. (2012). Examining the intention to use technology among pre-service teachers: An integration of the technology acceptance model and theory of planned behavior. Interactive Learning Environments,20(1), 3–18.
Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2013). Moving education into the digital age: The contribution of teachers' professional development. Journal of Computer Assisted Learning,29(5), 426–437.
Vilar, P., & Zabukovec, V. (2017). Using e-materials for study: Students' perceptions vs. perceptions of academic librarians and teachers. Information Research, 22(1), 1–18.
Acknowledgements
Funding of this research work was supported by National Science Council, Taiwan, under grant numbers MOST-108-2410-H-218-006, MOST 107-2628-H-008-003-MY4 and MOST 108-2511-H-153-007. The authors would like to express their gratitude to editors and reviewers for their helpful comments in the further development of this paper.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
No potential conflict of interest was reported by the author.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Kao, CP., Wu, YT., Chang, YY. et al. Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers’ Technology-Teaching Integration. Asia-Pacific Edu Res 29, 405–415 (2020). https://doi.org/10.1007/s40299-019-00493-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40299-019-00493-x