Online Professional Development Experiences

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Results of the study
The results of the study are reported into four parts based on the sequence in the questionnaire starting from Part I: General information, Part II: Online professional development experiences followed by the relationship between online professional development experiences and teachers’ characters, Part III: Summary of websites used as examples of online professional development tools, and Part IV: Limitations in using online professional development. The ideal number of the returned questionnaire should be 44; however, there were 25 returns (56.8%). The result of the study is shown as follow.
From Table 1, it could be summarized that most of the English teachers (92%) are female. The majority of the participant (48%)
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The information in Table 3 shows that online professional development experiences are significantly negatively related to sex, age, and teaching experiences with a coefficient of .692, .419, and .609, respectively. They also have significantly positive relationship with nationality with a coefficient of .692. However, online professional development experiences do not have any significant relationship with educational level or educational field. This could be an evidence for the discussion for the first research question. To illustrate the correlation between online professional development experiences and teachers’ character, each factor is explained as follow. To begin with gender, gender has negative correlation. The assumption is that men have more experiences more than women. However, the result demonstrates that women have more experiences in using online professional development experiences. In terms of age, the coefficiency is very close to 1 which means the two factors is highly correlated. Besides, the negative relation means that the older the teachers get, the less they use online professional tools. Similar to age, teaching experiences have negative correlation with online professional development experiences which can be assumed that the more experience the teachers have, the less they use online development tools. Last but not…show more content…
The number of answers is not mutually exclusive with the number of the respondents because the questions were answered according to the teachers’ willingness and some teachers wrote more than one limitation. The answers were listed upon the frequency distribution of the answers.
From Table 5, the result reveals that insufficiency of tools or equipment is the main concern among the teachers (35.7%), followed by poor quality of network (26.2%). The lack of skills (19.1%) and the lack of knowledge (9.5%) are also mentioned as the obstacles in using online tools in the teachers’ professional development. The teachers’ readiness without specific reasons toward their own skill or knowledge of using those tools is also claimed (7.1%) and no control for the mischief of using the technology (2.4%) are also the limitations in using online professional development that the teachers are
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