Exploring the Impact of Attitude and Perceived Behavioral Control on Elementary School Teachers' Use Intention of In-Service E-Teacher Development

In the recent decade, different choices have been provided for teachers' in-service profession development. Nevertheless, in-service e-teacher development provides a different paradigm of in-service teacher continuous development. This study is therefore motivated to clarify the impact of attitude and perceived behavioral control on elementary school teachers' intention to use in-service e-teacher development for continuous profession development. Data of 122 valid respondents were gathered and analyzed with SmartPLS 2.0.3. The results showed the significant impact of perceived behavioral control on elementary school teachers' use intention and attitude. However, the impact of attitude on use intention was not significant. The results facilitated to provide related policy making for elementary school teacher development.