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The Relationship of Leadership, Experience and Computer Attitudes on Teachers’ Self-efficacies of Computer Technology use in the Classrooms. PROCEEDINGS

, , Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study will examine the relationship between leadership, experience, and attitudes towards teachers' self-efficacy of using computers in the classrooms. Elementary and Secondary teachers in Central Pennsylvania identified certain factors influencing their practices of computer use in the classrooms. The three variables found to be related to teachers' self-efficacy included experience and knowledge, perception of leadership, and attitudes toward computers. Furthermore, regression models were used to determine the significance of the variables to teachers' self-efficacy in the classrooms. In the models that examined teachers' self-efficacy of Internet use and software use, the variable of experience demonstrated significance. However in the model which examined self-efficacy in instructional use of computers, the variables of attitudes towards computers, perception of leadership, and professional development demonstrated significance.

Citation

Piper, D. & Austin, D. (2004). The Relationship of Leadership, Experience and Computer Attitudes on Teachers’ Self-efficacies of Computer Technology use in the Classrooms. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1635-1642). Chesapeake, VA: AACE.

Keywords


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