Date
2-2012
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Gary W Kuhne
Primary Subject Area
Education, General
Keywords
21st Century Learning, Professional Development, Technology Integration, Technology Self-Efficacy
Disciplines
Education | Teacher Education and Professional Development
Recommended Citation
Farah, Amy, "Factors Influencing Teachers' Technology Self-Efficacy: A Case Study" (2012). Doctoral Dissertations and Projects. 493.
https://digitalcommons.liberty.edu/doctoral/493
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.
