Factors Influencing Teachers' Technology Self-Efficacy: A Case Study
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
Recommended Citation
Farah, Amy C. Dr., "Factors Influencing Teachers' Technology Self-Efficacy: A Case Study" (2014). SoTL Commons Conference. 102.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/102
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.
