Professional Self-Efficacy Scale for Information and Computer Technology Teachers: Validity and Reliability Study (original) (raw)
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Usage of ICT in relation to self-efficacy among secondary school teachers
International Journal of Advanced Academic Studies
One of the most striking features of ICTs is their ability to transcend time and space. With the gradual rise of internet, a profusion of learning resources on virtually any topic and in a variety of mediums may now be accessed by an infinite number of individuals from anywhere and at any time of the day. This is especially important for many secondary schools in underdeveloped nations, where library resources are scarce and obsolete. The present study was undertaken to explore the Usage of ICT in relation to Self-Efficacy among secondary school teachers. The investigator collected data from 76 teachers of private and 45 teachers teaching in government secondary schools of Varanasi. Two sets of questionnaires consisting of usage of ICT and self-efficacy based on the Five-point Likert Scale were used to collect data from the secondary school teachers in Varanasi. Percentage analysis was used to explore the levels of self-efficacy and ICT usage among secondary school teachers. Furthermore, product-moment correlation and t-test were employed to find out the relationship and significant differences between ICT usage and self-efficacy between private and government secondary school teachers of Varanasi city. The findings of the study revealed that the majority of secondary school teachers came under the category of average level of ICT usage and Self-Efficacy. The study also revealed that there was a significant relationship between high and average levels of ICT usage and the self-efficacy of secondary school teachers. The study also revealed that there was a significant difference in the ICT usage and self-efficacy of government and private secondary school teachers.
Teachers’ Computer Self-Efficacy And Their Use Of Educational Technology
The Turkish Online Journal of Distance Education, 2014
This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the primary, secondary and high school teachers' personal and computer related (demographic) characteristics, their computer self-efficacy perceptions, their computer-using level in certain software, their frequency of computer use for teaching, administrative and communication objectives, and their use of educational technology preferences for preparation and teaching purposes. In this study, all primary, secondary and high school teachers in the small town were given the questionnaires to complete. 158 teachers (n=158) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data were analysed with examining the participants' responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the teachers think that they have good computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between; their computer self-efficacy perceptions, frequency of computer use for certain purposes, and computer level in certain programs in terms of different independent variables.
—The purpose of this study is to analyze the relationship between the attitude of teacher candidates towards teaching as profession and the perception of self-efficacy on information technologies. The study was designed with casual comparative research. The sample was selected by using appropriate sampling of non-random sampling method. 280 teacher candidates who study at Firat University Faculty of Education in their final year participated in this study. Data was collected in the second Technology Self-Efficacy Scale and Teacher Attitudes Scale. According to the findings obtained in the study of teachers' attitudes towards the teaching profession and information technology seems to be at high level. In the study the attitudes of female teacher candidates' attitudes towards the teaching profession was statistically significantly higher than male teacher candidates. Male teacher candidates' information technology self-efficacy perceptions were statistically higher than female teacher candidates' perceptions. Candidates' attitudes towards teaching profession stating that they came willingly to the department are statistically higher than the candidates stating that they studied unwillingly at that department. But it was found that the students who come willingly to their department have no statistical meaningful difference on information technology self-efficacy perceptions. Teacher candidates' attitudes towards the teaching profession and information technologies differ from each other according to the department they study. Teachers' attitudes towards teaching profession can be seen through the candidate's level of information technology self-efficacy perception.
Turkish Online Journal of Educational Technology, 2012
The aim of this study is to reveal the relation between the Turkish and English language teacher candidates’ social demographic characteristics and their perceived computer self-efficacy and attitudes toward computer. The population of the study consists of the teacher candidates in the Turkish and English language departments at the universities in Cyprus. The sample consists of 136 teacher candidates who were selected according to convenience sampling in Faculty of Education at Cyprus International University. In this study, the “Perceived Computer Self-Efficacy” scale developed by Askar and Umay and the “Attitude Toward Computer” scale developed by Askar and Orcan were used for collecting data. Considering the purposes of the study percentage documentation average, t-test, ANOVA, Mann-Whitney U, Kruskal Wallis, Scheffe and Pearson ProductMoment Correlation test were used in data analysis. The statistical significance level was accepted as .05 in the study. The result of this stud...
2015
The concept of readiness to e-learning necessitates students possess a number of competencies, two of which are their ICT usage and online communication self-efficacy levels. Thus, in current research prospective teachers’ ICT usage and communication self-efficacy levels with respect to some demographic variables were explored. 1693 volunteer prospective teachers constituted the sampling of the study. In present study, there were two scales, whose reliability coefficients are respectively .894, and 846. With regard to findings, it appeared that solely grade level has no statistically significant influence on prospective teacher’ online communication self-efficacy levels. Further findings are discussed in the full paper.
International Journal of Education and Development using Information and Communication Technology, 2010
This study examines the computer self-efficacy among pre-service teachers (N=708) at a teacher training institute in Singapore. Data were collected through self-reported ratings on a 7-point Likert-type scale. Exploratory factor analysis (EFA) was performed on an initial sample (N=354) and the result revealed that pre-service teachers' computer self-efficacy was explained by three factors: Basic Computer Skills (BCS), Media-Related Skills (MRS), and Web-Based Skills (WBS). Using a separate sample (N=354), a confirmatory factor analysis was performed and this supported the three-factor structure from the initial EFA. A comparison of alternative models revealed that the correlated three-factor and second-order (three-factor) models had the best fits; and were adequate representations of pre-service teachers' computer self-efficacy.
An Investigation on The ICTs Levels Self-efficacy among Pre-service Teachers.docx
The integration of Information and Communications Technology (ICT) in teaching and learning is becoming almost obligatory given the imperatives of education in many countries in the world. The purpose of this study was to investigate the level of self-efficacy among pre-service teachers and their perceptions towards using ICT applications to enhance English Language Education in Sudan. It also examined pre-service teachers’ perceptions towards ICT tools that are more effective in their learning. A questionnaire was used to collect data from respondents. For the purpose of this study, data was collected from (50) pre-services teachers. Responses were analyzed using a statistical package (SPSS) and social cognitive theory was used as a framework to measure the self-efficacy levels. The results revealed that students of EFL exhibit a very low self-efficacy levels in adopting ICT for educational purposes.
DEVELOPMENT OF A TOOL TO MEASURE COMPUTER SELF-EFFICACY OF STUDENT TEACHERS
aiaer.net
This article describes the process of the development of an instrument to measure computer self-efficacy of student teachers. Self-efficacy beliefs have repeatedly been reported as a major factor in understanding the frequency and success with which individuals use computers. Computer self-efficacy is also an indicator of computer competency of individuals. But it is observed that there is no tool with desired psychometric properties to measure the computer self-efficacy of student teachers. The scale has high validity and reliability indices indicating that the tool can be used to measure the self-efficacy of the student teachers.
The Turkish Online Journal of Educational Technology, 2009
This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was measured by two factors: Traditional Use of Technology (TUT) and Constructivist Use of Technology (CUT). Participants responded to a 7-point Likert-type scale for each factor. Analysis was conducted using the structural equation modelling approach and a good model fit was found for both the measurement and structural models. Results showed that significant relationships exist among BTS, TP, TUT, and CUT. However, ATS did not influence TUT and CUT in a significant way. Overall, the results of this study offer some evidence that student teachers' self-efficacy is a significant influence on whether they use technology in a traditionalist or constructivist way.