Exploring Self-Efficacy Belief of Teacher towards Educational Technological Integration: Role of Gender, School Type, Teaching Experience and Teaching Subject

Abstract

This study examines the difference in self-efficacy belief towards educational technology integration and its dimensions for secondary school teachers across gender, school type, teaching subject, and teaching experiences. Data have been collected from 800 secondary school teachers with random sampling techniques. Descriptive statistics have been worked out, and t-values are calculated to check the significance of differences in mean scores across gender, school type, teaching subject, and teaching experiences on teachers’ self-efficacy belief towards educational technology integration. Private secondary school teachers have higher scores in planning and designing learning experiences and attitude toward technology use. Female teachers have higher self-efficacy belief towards educational technology integration and its dimensions, namely support, planning and designing learning experiences, and attitude toward technology use.