Using exploratory factor analysis, the initial 27 items of AWPD were reduced to 18 items in five scales (as shown in Table 2).
This study also examined the relationship between teachers' web-based professional development self-efficacy (WPDSE) and their attitudes toward web-based professional development (AWPD), as shown in Table 3.
The relationships between the WPDSE and the AWPD indicated that all of the variables were significantly positively correlated with each other (all r > 0.19, p < 0.01), except that no statistical correlation was found between applying self-efficacy and anxiety.
By and large, the teachers' scores on the interaction self-efficacy scale and applying self-efficacy were fairly highly correlated with all of the scales of the AWPD, with the exception of the correlation between applying self-efficacy and anxiety.
In particular, teachers with high interaction self-efficacy displayed a positive effect on perceived ease of use, anxiety and behavior, indicating that interaction self-efficacy may play the most important role in the AWPD, as it was positively associated with all aspects of their attitudes toward web-based professional development.
In sum, the results shown in Table 4 revealed the importance of interaction self-efficacy and applying self-efficacy in predicting AWPD, indicating that teachers with positive interaction self-efficacy and applying self-efficacy of web-based professional development are more likely to have favorable attitudes toward web-based professional development.