Using The Theory Of Planned Behavior To Understand In-Service Kindergarten Teachers Behavior To Enroll In A Graduate Level Academic Program

Abstract

The main purpose of this study was to investigate and predict the behavioral intention of in-service Taiwanese kindergarten teachers regarding whether they would join a graduate level academic program.  The research framework was based on the Theory of Planned Behavior (TPB) in order to identify the most influential component that affected their intention to join a graduate level academic program.  The study results demonstrate that the three components of the theory of planned behavior accurately predicted the factors affecting the kindergarten teachers concerning this intention.  The most powerful components to affect the teachers were attitude and perceived behavioral control.  Both attitude and perceived behavioral control were correlated and had a significant relationship to intention.