2014 Conference Archive
Factors Influencing Teachers' Technology Self-Efficacy: A Case Study
Copyright
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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
Event
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.
