Understanding Gender Dynamics in Teacher Educators' Computer Self-Efficacy

Authors

  • Rajni Bala Assistant Professor, Rama Devi Kanya Mahavidyalya, Noida, (U.P.) India

DOI:

https://doi.org/10.56778/jdlde.v3i6.357

Keywords:

computer, computer self-efficacy, teacher educators

Abstract

This study examines computer self-efficacy among teacher educators, defined as the confidence in one's ability to effectively utilize computer technology for educational purposes. The main aim is to investigate gender differences in self-efficacy across three competency levels: basic, intermediate, and advanced. Utilizing a quantitative research approach, a self-constructed questionnaire containing 35 items was distributed to a purposive sample of 100 teacher educators, which included 61 female and 39 male participants. T-tests were employed to analyze the differences in self-efficacy scores between genders. The findings indicate no significant difference in self-efficacy at the basic competency level (t = 0.8391). In contrast, female educators displayed significantly higher self-efficacy scores in intermediate (t = 4.1417) and advanced competencies (t = 4.2159). Furthermore, female educators achieved an average score of 142.62 on the overall computer self-efficacy scale, notably exceeding the average score of 117.28 for male educators (t = 5.0717). Thus, the study reveals important gender dynamics in computer self-efficacy among teacher educators. It indicates that female educators tend to have greater confidence in their computer skills as they advance in competency levels. This highlights the need to address gender disparities in professional development initiatives and suggests that further research should explore the underlying factors that influence self-efficacy in technology use among educators.

References

Alieto, E., Abequibel-Encarnacion, B., Estigoy, E., Balasa, K., Eijansantos, A., & Torres-Toukoumidis, A. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines. Heliyon, 10(2), e24282. https://doi.org/10.1016/j.heliyon.2024.e24282

Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among Preservice Teachers’ Technology-Related Abilities, Beliefs, and Intentions to Use Technology in Their Future Classrooms. Journal of Educational Computing Research, 45(3), 321–338. https://doi.org/10.2190/EC.45.3.d

Antera, S. (2023). Competence importance and acquisition: Comparing qualified and non-qualified vocational teachers. Journal of Education and Work, 36(2), 109–124. https://doi.org/10.1080/13639080.2023.2167956

Clipa, O., Delibas, C.-S., & Mâță, L. (2023). Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms. Education Sciences, 13(10), 1001. https://doi.org/10.3390/educsci13101001

Dahri, N. A., Al-Rahmi, W. M., Almogren, A. S., Yahaya, N., Vighio, M. S., Al-maatuok, Q., Al-Rahmi, A. M., & Al-Adwan, A. S. (2023). Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training. Sustainability, 15(11), 8514. https://doi.org/10.3390/su15118514

Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students’ digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3. https://doi.org/10.1186/s41239-023-00437-y

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Kalim, U., & Bibi, S. (2024). Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers. Sage Open, 14(2), 21582440241236060. https://doi.org/10.1177/21582440241236060

Liu, Y., Zhao, L., & Su, Y.-S. (2022). The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age. International Journal of Environmental Research and Public Health, 19(10), 6282. https://doi.org/10.3390/ijerph19106282

Luo, Z., & Li, H. (2024). Competence, preparation, and relaxation: Contributing factors to EFL student teachers’ self-efficacy and teaching performance in microteaching training. Heliyon, 10(4), e26216. https://doi.org/10.1016/j.heliyon.2024.e26216

Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469

Miura, I. T. (1987). The relationship of computer self-efficacy expectations to computer interest and course enrollment in college. Sex Roles, 16(5–6), 303–311. https://doi.org/10.1007/BF00289956

Nagy, J. T., & Dringó-Horváth, I. (2024). Factors Influencing University Teachers’ Technological Integration. Education Sciences, 14(1), 55. https://doi.org/10.3390/educsci14010055

Peng, R., Razak, R. A., & Halili, S. H. (2024). Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers’ integration of ICT: A partial least squares structural equation modeling study. Heliyon, 10(13), e34234. https://doi.org/10.1016/j.heliyon.2024.e34234

Theodorio, A. O. (2024). Examining the support required by educators for successful technology integration in teacher professional development program. Cogent Education, 11(1), 2298607. https://doi.org/10.1080/2331186X.2023.2298607

Ulfert-Blank, A.-S., & Schmidt, I. (2022). Assessing digital self-efficacy: Review and scale development. Computers & Education, 191, 104626. https://doi.org/10.1016/j.compedu.2022.104626

Von Knebel, K., Schroeder, S., & Bögeholz, S. (2023). Factors influencing self-efficacy beliefs of interdisciplinary science teaching – the role of teaching experience, science subjects studied, and desire to teach interdisciplinary science. Frontiers in Education, 8, 1147441. https://doi.org/10.3389/feduc.2023.1147441

Wu, X.-N., Liao, H.-Y., & Guan, L.-X. (2024). Examining the influencing factors of elementary and high school STEM teachers’ self-efficacy: A meta-analysis. Current Psychology, 43(31), 25743–25759. https://doi.org/10.1007/s12144-024-06227-7

Yerdelen, S., Tas, Y., & Osmanoglu, A. (2024). Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course. Frontiers in Education, 9, 1427513. https://doi.org/10.3389/feduc.2024.1427513

Zamiri, M., & Esmaeili, A. (2024). Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review. Administrative Sciences, 14(1), 17. https://doi.org/10.3390/admsci14010017

Downloads

Published

2024-11-30

Issue

Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE)

Section

Article

License

Copyright (c) 2024 JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons License" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.