An examination of the relationship between teacher self-efficacy of non-public school teachers and implementing computers for instruction
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The purpose of this study was to examine the perceptions of non-public school teachers in the southern U.S. about teacher self-efficacy and implementing computers for instruction. Teacher self-efficacy was assessed using the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk-Hoy, 2001). The TSES is based on Bandura’s (1977) theory of self-efficacy and cognitive social learning theory. Perceptions about implementing computers for instruction was assessed using the Teachers’ Perceptions of Components Related to Implementing Computers for Instruction Survey (TPIC; Shiverdecker, 2002). Non-public school teachers in this sample reported high levels of teacher self-efficacy. There was a statistically significant relationship between teacher self-efficacy and teachers’ perceptions about their ability to implement computers for instruction. Grade level taught had a significant effect on teacher self-efficacy of non-public school teachers. Findings in this study can assist educators and teacher training programs in enhancing teacher self-efficacy and addressing the specific needs of teachers to implement computers into the classroom.