Exploring teachers’ perceived self efficacy and te

Authors: MinHsien Lee ChinChung Tsai

Publish Date: 2008/09/12

Volume: 38, Issue: 1, Pages: 1-21

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Abstract

Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching This study provides a framework for understanding teachers’ Technological Pedagogical Content KnowledgeWeb TPCKW while integrating Web technology into their pedagogical practice Furthermore contemporary educational researchers have highlighted the significance of teachers’ selfefficacy conceptualized as the teachers’ perceptions of their own competence at teaching and related to instructional strategies as well as teaching effectiveness The major purpose of this study was to investigate teachers’ perceived selfefficacy in terms of their TPCKW This study aimed to develop a new questionnaire namely the Technological Pedagogical Content KnowledgeWeb TPCKW Survey to explore teachers’ selfefficacy in terms of their TPCKW and additionally to assess their attitudes toward Webbased instruction The participants in this study were 558 teachers from elementary school to high school level in Taiwan Both exploratory and confirmatory factor analyses indicated that the TPCKW survey developed in this study has satisfactory validity and reliability characteristics The results indicate a lack of general knowledge about Webrelated pedagogy amongst the teachers surveyed The correlations between teachers’ selfefficacy in terms of their TPCKW their attitudes regarding Webbased instruction and their background variables were also examined Correlations were found between selfefficacy and positive attitudes to webbased instruction Older and more experienced teachers were found to have lower levels of selfefficacy with respect to TPCKW though teachers with more experience of using the web including for instruction had higher levels of selfefficacy with respect to TPCKW

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