In-Service Teachers’ Internet Self-Efficacy: A Re-Examination of Gender Differences

Abstract

Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' selfefficacy regarding the Internet, which is a dynamic technology, using an instrument that reflects the recent advancements in the Internet technology. By considering radical changes taking place recently on the Internet, this study aimed to explore teachers' Internet selfefficacy by gender by adapting an earlier instrument. To this end, the Internet Self-efficacy Scale (ISS) developed by Kim and Glassman (2013) was used. First, the ISS was adapted into Turkish and the confirmatory factor analysis results revealed that the Turkish version of the ISS could be used as a valid instrument to measure teachers' Internet self-efficacy [χ2(df = 106) = 270.836, NFI = .865, CFI = .912 and RMSEA = .086 (90% C.I.; .073 -.098)]. The coefficient of Cronbach's alpha for the Turkish version of the ISS was found to be 0.92. In this study, survey method was used. The sample of the study consisted of 349 in-service teachers with different majors in Turkey. The data were analyzed using independent sample t-test and the results showed teachers' Internet self-efficacy was considerably high. Additionally, no gender differences in any of the subscales of the ISS including five subscales, namely, reactive/generative, differentiation, organization, communication and search, were found.

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

“…Some studies in the literature yield similar results (e.g. Akcaoğlu, 2008;Çakır & Oktay, 2013;Çetin & Güngör, 2014;Durak, 2019;Kahraman & Yılmaz, 2018;Kazu & Erten, 2014;Şimşek & Yazar, 2017;Turel, 2014). There are also those with contradicting findings.…”

“…Setting out with this idea, the researcher aims to analyze the perceived technology proficiency of in-service Turkish teachers of English. Furthermore, Kahraman and Yılmaz (2018) mentioned that analyzing educators' ICT (Information and communications technology) proficiency occasionally via a reliable tool that represents technological innovations is necessary because technology keeps improving all the time.…”

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

“…The influence of personal factors on ICT integration has been also taken into account (e.g., de Palo et al, 2012Holden & Rada, 2011;Kahraman & Yilmaz, 2018;Teo, 2011) above all in the context of pre-service teachers (Tondeur, Aesaert, Prestridge, & Consuegra, 2018;Scherer, Tondeur, Siddiq, & Baran, 2018). But the relationship between motivational factors and cognitive processes, such as teaching constructivist beliefs, teacher self-efficacy, computer self-efficacy, etc., has not been investigated thoroughly (Liu, Lin, & Zhang, 2017;Sang, Valcke, van Braak, Tondeur, & Zhu, 2011;Teo, Huang, & Hoi, 2018), especially when dealing with the linkage between hedonic and utilitarian aspects and constructivist beliefs, and when considering the Italian school contexts (Muscara & Messina, 2014;Sinatra, Limone, & Contini, 2017).…”

Lise öğrencilerinin İngilizce öğrenmede medya ve bilgi teknolojisi araçlarının kullanımına yönelik tutumları ve akademik öz-yeterlik algıları

“…Their results showed that gender has a significant effect on the attitudes, self-efficacy, anxiety, and on math achievement. Similarly, Sarıçoban and Behjoo (2016) found that there is a significant positive correlation between self-efficacy beliefs and foreign language achievement for both males and females with males attaining higher levels of achievement than females while Kahraman and Yılmaz (2018) found no differences between female and male in-service teachers in terms of their internet self-efficacy perceptions. In terms of the relationship between gender, proficiency, language learning strategies, and self-efficacy beliefs, Yılmaz (2010) demonstrated that learners who rate their self-efficacy perceptions as good in English use significantly more cognitive strategies than learners who view themselves poor in English.…”