Proposal Title

Factors Influencing Teachers' Technology Self-Efficacy: A Case Study

Proposal Abstract

Factors influencing teachers’ levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all full-time, certified teachers at three school sites in order to gauge teachers’ current level of technology self-efficacy. From that population, purposive and systematic samplings were used to draw the participants for the case study. A group of nine teachers with varying levels of technology self-efficacy was interviewed and participated in one of three focus groups to better understand factors influencing their current level of self-efficacy. A document analysis was also performed of local school professional development plans. Results revealed several factors that influenced teachers’ technology self-efficacy, including personal, behavioral, and environmental factors. Common themes emerged that indicate more can be done to foster increased technology self-efficacy in teachers, which may in turn enhance students’ learning experiences.

Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

Share

COinS
 
Mar 27th, 4:00 PM Mar 27th, 5:30 PM

Factors Influencing Teachers' Technology Self-Efficacy: A Case Study

Room 113

Factors influencing teachers’ levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all full-time, certified teachers at three school sites in order to gauge teachers’ current level of technology self-efficacy. From that population, purposive and systematic samplings were used to draw the participants for the case study. A group of nine teachers with varying levels of technology self-efficacy was interviewed and participated in one of three focus groups to better understand factors influencing their current level of self-efficacy. A document analysis was also performed of local school professional development plans. Results revealed several factors that influenced teachers’ technology self-efficacy, including personal, behavioral, and environmental factors. Common themes emerged that indicate more can be done to foster increased technology self-efficacy in teachers, which may in turn enhance students’ learning experiences.