THAI TEACHERS’ SELF-EFFICACY TOWARDS EDUCATIONAL TECHNOLOGY INTEGRATION

Abstract

The use of educational technology in classrooms is reportedly low, with teachers often lacking confidence in their ability to integrate technology in learning environments. This paper is a summary of a thesis research study that aimed to assess determinants of in-service teachers’ self-efficacy towards educational technology integration, such as the influence and convergence of perceptions of digital competence, performance outcome expectations, social outcome expectations, and IT support. Data were collected from 87 primary and secondary schools in the Pakchong region of Nakhon Ratchasima over a four-month period.  The research instrument comprised of a 37 question Likert scale survey distributed to participants via an online messaging application to assess teachers’ opinions. Data was collected using Google Forms and subjected to multiple linear regression analysis using SPSS software. The results of this study supported previous findings that digital competence, outcome expectations, and IT support do influence teachers’ self-efficacy towards technology integration. The individually significant predictors of self-efficacy towards educational technology integration were social outcome expectations, problem-solving (a sub-variable of digital competence), performance outcome expectations, and IT support. The findings of this research afford stakeholders guidance in developing an appropriate and supportive work culture to improve teachers’ self-efficacy towards educational technology integration. This research also serves to establish baseline teacher technology standards, examine the influence of psychosocial barriers to technology integration, and align training and IT support with staff needs.