The Mediated Effects of Intention behind Internet Use and Online Interaction on the Relationship between Perceived Usefulness and Professional Development

Abstract

Preschool teachers’ attitudes toward the advantages and practical usefulness of Internet instruction and administration influence their perceptions of the development of Internet-based professional knowledge and pedagogical skills. This study examined the impacting factors and mediated effects of their attitudes toward the intention of online professional communications in preschools. This study focuses on preschool teachers’ attitudes toward Internet-related applications for professional development based on a survey conducted in Taiwan. The questionnaire comprised four factors, including perceived usefulness, professional development, intention behind Internet use, and online interaction. The sample data was analyzed through partial least squaring, testing indirect effects with the mediated variables. The findings show that preschool teachers feel positively about the usefulness of Internet-related applications in preschools and employ the Internet to advance their instructional knowledge and practical competences. Their preferences about using the Internet and communicating with others about early childhood educational practices play an important mediating role in the impact of the perceived usefulness of the Internet on professional development. The researcher discussed the results and traced the implications derived from this study.