Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
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Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Learning for Development
Abstract
Description
This
study
examines
pre
-
service
teachers’
(N
=
386)
self
-
efficacy
beliefs
towards
educational
technologies
integration
in
the
classroom
at
the
two
colleges
in
Tanzania
that
prepare
secondary
education
teachers.
Using
regression
analysis,
the
study
found
out
that
the
determinants
of
self
-
efficacy
beliefs
among
pre
-
service
teachers
towards
educational
technologies
integration
are
support,
perceived
ease
of
use,
performance
expectancy,
and
social
influence.
The
findings
of
this
study
enhance
our
understanding
of
factors
that
hinder
teachers
from
integrating
educational
techn
ologies
into
the
classroom.
Keywords
Self - Efficacy, Educational Technologies, Pre - Service Teachers, Educational Technology Integration