Internet Self-efficacy and Behavior in Integrating the Internet into Instruction: A Study of Vocational High School Teachers in Taiwan

Abstract

The purpose of the study was to explore the relationship between Internet self-efficacy and behavior in integrating the Internet into instruction. Participants in the study were 449 vocational high school teachers in Taiwan. A validation study was conducted with Internet Self-Efficacy Scale (ISES) and Integrating the Internet into Instruction Behavior Scale (IIIBS). The findings revealed that general and communicative Internet self-efficacy might foster behavior in integrating the Internet into instruction. The teachers' behavior was classified as five aspects: course preparation, teaching activities, learning guidance, assessment, and product sharing. Furthermore, this study employed structural equation model (SEM) to investigate the causal relations among the variables considered in this study. The SEM analysis revealed that teachers with higher Internet self-efficacy showed more Internet integration in their course preparation. In addition, course preparation is a mediating factor between Internet self-efficacy and other four aspects of behavior in integrating the Internet into instruction.