Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania

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dc.creatorRaphael, Christina
dc.creatorMtebe, Joel S.
dc.date2017-09-05T06:35:44Z
dc.date2017-09-05T06:35:44Z
dc.date2017
dc.date.accessioned2018-03-27T09:41:30Z
dc.date.available2018-03-27T09:41:30Z
dc.descriptionThis 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.
dc.identifierRaphael, C. and Mtebe, J. 'Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania'. Journal of Learning for Development , 4 (2), 196 – 210.
dc.identifier2311 - 1550
dc.identifierhttp://hdl.handle.net/20.500.11810/4572
dc.identifier.urihttp://hdl.handle.net/20.500.11810/4572
dc.languageen
dc.publisherJournal of Learning for Development
dc.subjectSelf - Efficacy, Educational Technologies, Pre - Service Teachers, Educational Technology Integration
dc.titlePre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
dc.typeJournal Article

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Department of Educational Foundations,Management and Lifelong Learning