Computer Self-Efficacy Perceptions of Music Teacher Candidates and Their Attitudes towards Digital Technology

Güdek, Bahar

doi:10.12973/eu-jer.8.3.683

Cited by 15 publications

(12 citation statements)

References 28 publications

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“…The findings have consistency with Pitsia et al [19] that the relationship of all three factors affected mathematics achievement. For this reason, researchers in many disciplines consider applying an attitude to explain the effects on the learners in various knowledge and desirable behaviors for science reading [25], and perception of creative reading [26] and digital technology [27], etc.…”

Section: Factors Affecting Mathematics Achievement Of Studentsmentioning

confidence: 99%

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

Damrongpanit¹

2020

ujer

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Section: Factors Affecting Mathematics Achievement Of Studentsmentioning

confidence: 99%

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

Damrongpanit¹

2020

ujer

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“…According to Joo et al (2018:50), teachers' selfefficacy can significantly motivate them to use new technologies in the classroom. Research also indicates that teachers' ICT self-efficacy depends on a number of factors, such as the teachers' age and gender (Scherer and Siddiq, 2015), technology-related attitudes and affect (Cai et al, 2017;Gudek, 2019), teachers' computer experience (Sarfo et al, 2017) and school support (Hatlevik and Hatlevik, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

Šabić¹,

Baranović²,

Rogošić³

2021

Informatics in Education

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The purpose of the study is to examine the moderating effect of age on gender differences in teachers' self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura's conceptualisation of selfefficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically nonexistent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher's ICT self-efficacy.

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“…Hence, the teachers' efficacy determines what kind of learning environment teachers will offer to the diverse class members. Gudek (2019) also cited the claim of Bandura (1997) that a person's outstanding delivery of a task is not only determined by a person's skill set but also the effective use of this skill set. An efficacious teacher will likely plan and implement ways to ensure the high learning success of every student.…”

Section: Teachers' Efficacy Attitudes and Intentions For Inclusive mentioning

confidence: 99%

Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context

Raguindin,

Ping,

Duereh

et al. 2020

EUROPEAN J ED RES

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After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers' skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents' attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers' inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers' role in the inclusive agenda.

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Computer Self-Efficacy Perceptions of Music Teacher Candidates and Their Attitudes towards Digital Technology

Cited by 15 publications

References 28 publications

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context

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