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Mathematics Teachers' Intention to Participate in an Online Community: An Investigation Using the Theory of Planned Behaviour

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Title: Mathematics Teachers' Intention to Participate in an Online Community: An Investigation Using the Theory of Planned Behaviour
Language: English
Authors: Lewes Peddell (ORCID 0000-0001-8947-877X), Royce Willis (ORCID 0000-0003-2436-0900), David Lynch (ORCID 0000-0002-0334-8278), Christos Markopoulos (ORCID 0000-0002-8241-0817), Darius Samojlowicz (ORCID 0009-0006-1135-9934), Tony Yeigh (ORCID 0000-0002-8795-8515), Declan Forrester (ORCID 0000-0001-9826-8897)
Source: Mathematics Education Research Journal. 2025 37(3):577-600.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Mathematics Teachers, Teacher Behavior, Intention, Teacher Participation, Communities of Practice, Computer Mediated Communication, Behavior Theories, Teacher Collaboration, Teacher Attitudes, Beliefs, Likert Scales
DOI: 10.1007/s13394-024-00502-3
ISSN: 1033-2170
2211-050X
Abstract: This study employs the Theory of Planned Behaviour to investigate mathematics teachers' beliefs regarding their intention to collaborate regularly in an online community. The central premise is that initiating such a community necessitates an implementation strategy informed by a better understanding of underlying beliefs influencing teachers' participation intention. Accordingly, this research examines the intention of Australian mathematics teachers (N = 430) to engage in an online community proposed by their peak state-based professional association. Central to this study, participants' intentions to engage in regular collaboration predominantly ranged from 'somewhat disagree' to 'agree', with the average rating approaching 'somewhat agree', highlighting the need for targeted strategies to increase this intention. A prominent finding was that participants' attitudes towards regular collaboration were the strongest predictor of their intention to participate. While participants felt somewhat in control of their collaboration behaviour, this perception did not directly influence their intention; instead, it mediated the influence of subjective approval from others and personal attitudes on their intention. Demographic factors and past online community experiences had far less impact on predicting intentions than the Theory of Planned Behaviour beliefs. Notably, the subjective norm related to perceived approval from others was rated the highest, whereas the norm related to others' actual behaviour received the lowest ratings, reflecting a significant divergence in the perception of social approval versus actual behaviour. These findings culminate in implications for interventions and extend the application of the Theory of Planned Behaviour, enhancing knowledge about factors impacting teachers' engagement in online communities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488591
Database: ERIC
FullText Text:
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  Data: Mathematics Teachers' Intention to Participate in an Online Community: An Investigation Using the Theory of Planned Behaviour
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  Data: <searchLink fieldCode="AR" term="%22Lewes+Peddell%22">Lewes Peddell</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8947-877X">0000-0001-8947-877X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Royce+Willis%22">Royce Willis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2436-0900">0000-0003-2436-0900</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Lynch%22">David Lynch</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0334-8278">0000-0002-0334-8278</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christos+Markopoulos%22">Christos Markopoulos</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8241-0817">0000-0002-8241-0817</externalLink>)<br /><searchLink fieldCode="AR" term="%22Darius+Samojlowicz%22">Darius Samojlowicz</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-1135-9934">0009-0006-1135-9934</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tony+Yeigh%22">Tony Yeigh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8795-8515">0000-0002-8795-8515</externalLink>)<br /><searchLink fieldCode="AR" term="%22Declan+Forrester%22">Declan Forrester</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9826-8897">0000-0001-9826-8897</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s13394-024-00502-3
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  Data: This study employs the Theory of Planned Behaviour to investigate mathematics teachers' beliefs regarding their intention to collaborate regularly in an online community. The central premise is that initiating such a community necessitates an implementation strategy informed by a better understanding of underlying beliefs influencing teachers' participation intention. Accordingly, this research examines the intention of Australian mathematics teachers (N = 430) to engage in an online community proposed by their peak state-based professional association. Central to this study, participants' intentions to engage in regular collaboration predominantly ranged from 'somewhat disagree' to 'agree', with the average rating approaching 'somewhat agree', highlighting the need for targeted strategies to increase this intention. A prominent finding was that participants' attitudes towards regular collaboration were the strongest predictor of their intention to participate. While participants felt somewhat in control of their collaboration behaviour, this perception did not directly influence their intention; instead, it mediated the influence of subjective approval from others and personal attitudes on their intention. Demographic factors and past online community experiences had far less impact on predicting intentions than the Theory of Planned Behaviour beliefs. Notably, the subjective norm related to perceived approval from others was rated the highest, whereas the norm related to others' actual behaviour received the lowest ratings, reflecting a significant divergence in the perception of social approval versus actual behaviour. These findings culminate in implications for interventions and extend the application of the Theory of Planned Behaviour, enhancing knowledge about factors impacting teachers' engagement in online communities.
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Intention
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      – SubjectFull: Teacher Participation
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