Linking role definition rigidity to elementary school teachers' e-service for in-service teacher development

摘要

Elementary school teachers are important intangible resources that enhance learners' competence. Recently, e-service for in-service teacher development provides service and resources to enhance teachers' teaching. Nevertheless, the clarification of the association of teachers' e-teacher development with overall job outcome in the different paradigm of teacher development still lacks. The link of teacher role definition rigidity toe-teacher development also needs clarification. This study therefore clarifies the issues based on the IS success model. Data from two hundred and forty-nine valid respondents were gathered and analyzed with SEM using R. The results clarified that teachers gained support from e-service for in-service teacher development in teaching. The study provides references for teachers to shift from conventional training to a sustainable global training paradigm which maintains quality in teaching. However, the results also show that teachers with strong teacher role definition rigidity presented higher outcome. The results indicated that conventional role definition affected teachers' e-service for in-service teacher development in a different paradigm.