Date
4-2021
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Joanne Gilbreath
Keywords
Novice, Experienced, Teachers, Technology Integration, Self-efficacy
Disciplines
Education
Recommended Citation
Coffey, Tonya Renee, "A Comparative Study of Novice and Experienced Teachers' Self-Efficacy Toward Technology Integration and Level of Technology Integration in the Classroom" (2021). Doctoral Dissertations and Projects. 2938.
https://digitalcommons.liberty.edu/doctoral/2938
Abstract
This study investigated novice and experienced teachers’ self-efficacy toward technology integration and level of technology integration in the classroom. The purpose of this study was to determine if there is a difference between novice and experienced teachers’ self-efficacy toward technology integration and technology integration. A quantitative, nonexperimental casual-comparative study was performed. The sample included a convenience sample of 100 K- 12 teachers in two rural Virginia school districts. The teachers were surveyed in January 2021 using the Teachers’ Integration of Self-Efficacy Scale (TISS) and the Teacher Technology Integration Survey (TTIS). The data was analyzed using a t-test. The t-test analysis process included multiple assumptions. The assumption of normality was tested using a histogram. A Kolmogorov-Smirnov test was conducted to test the assumption of normality. The assumption of equal variance tested using Levene’s Test of Equality of Error Variance. Following analysis for outliers, sample assumption testing, and the independent means analysis, Cohen’s D was used to capture effect size. The study determined that there was not statistically significant relationship between novice and experienced teacher’s self-efficacy toward technology integration and technology integration. Future research that involve novice and experienced technology self-efficacy and level of technology integration include: (a) replicating this studying in other Virginia school districts, (b) replicating this study in other states, (c) extending the study to include quality of technology integration, (d) extending the study to include pre-service teachers and (e) conducting a similar study that looked at the skills, knowledge, attributes, behaviors, and experience to integrate technology meaningfully and purposefully into instruction.
