Participants and procedure Instrument

Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 272 factors make a significant contribute to explaining teachers’ sense of online teaching efficacy. Previous studies have also reported gender differences with regard to perceived self-efficacy expectations represent an important issue in the area of computer education. Researchers have found that females have lower computer self-efficacy than male in areas of computer technology Durndell, Haag, Laithwaite, 2000; Vekiri Chronaki, 2008. Having low confidence in their ability may lead female teachers to avoid teaching online. Therefore it was reasonable for this study to examine possible gender differences in self-efficacy beliefs in online teaching.

2. Methodology

2.1 Participants and procedure

The participants were 348 Thai elementary school teachers 68.3 female, 31.7 male participating in a week e-learning teacher training and professional development of approximately 30 hours conducted in Bangkok. Teachers are randomly selected from schools to attend the training. They had from 1 to 33 years of teaching experiences with a means of 6.3 years SD = 5.2. The focus of the training includes: 1. Exploration of theory and models of design, implementation and evaluation of e-learning. 2. Demonstrations of practice of teaching and learning with learning management system. 3. Supervised trial of new skills and feedback on performance. 4. Development of online teaching self-efficacy. Prior to the workshop teachers completed a pre- training questionnaire items with respect to their perceptions of their self-efficacy beliefs in personal and online teaching, the support they receive from school and colleagues, their motivation toward online teaching, and their technology anxiety, in addition to demographic information. On completion of the training all teachers were asked to complete a post- training questionnaire to see if changes had occurred in their technology anxiety and self-efficacy beliefs.

2.2 Instrument

The five parts of questionnaire are implemented in this study. The first part of the survey asked for teachers’ general information such as the grade level at which they taught, teaching experience, and gender. The second part assessed teachers’ perceptions of organizational supports adapted from the measurement of students’ perceptions of teacher support developed by Bru, Stornes, Munthe, and Thuen 2010. There are 11 items composed to reflect collegial support, organizational support for autonomy, and organizational support for professional development. The items in the third part of this survey were borrowed from Ravinder and Pete 1999 20- item version of the personal Internet teaching efficacy beliefs scale PITEBS, where teachers rated their efficacy beliefs to reflect personal teaching efficacy beliefs, and personal online teaching efficacy beliefs. The forth section of the survey measured technology anxiety 3 items, e.g., ‘‘I always feel that the other teachers are better in online teaching than me adapted from biology and physics classroom anxiety surveys Koul, Lerdpornkulrat, Chantara, 2010. In this study, the construct of motivation toward online teaching is based on Kao, Wu, and Tsai 2011 which measures mastery goal orientation, professional goal orientation, and social goal orientation. The items in the survey are presented using a five-point Likert scale.

2.3 Analysis