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The main purpose of this study is to investigate the related factors that affect usage of Web-based teacher training in elementary and high school, adopting the theories of motivational orientations and technology acceptance model as foundations. This study depends on literature analysis and uses the questionnaire to collect data. A total of 658 subjects attending teachers' training courses are from the K12 Digital School. The main findings show that there are eight kinds of motivational orientations for Web-based teacher training and motivational orientations are significant differences among subjects in different age, school level and teaching year. Furthermore, attitude toward using and two kinds of motivational orientations including computer self-efficacy and social relationships will significantly affect the usage of Web-based teacher training positively. Finally, based on the research findings, this study proposes conclusions and suggestions for the related organizations to be a reference of conducting Web-based teacher training in the future.