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

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.

Research highlights
► A questionnaire of assessing motivation toward web-based professional development for elementary teachers is developed.
► Teachers’ Internet self-efficacy and behavioral beliefs about web-based learning are significant predictors of 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 tend to express higher motivation toward web-based professional development.