The role of self efficacy and school climate in motivation for technology integration in education
Year: 2024
Type: article
Study design: Observational Study
Abstract: This study aims to explore the influences of self-efficacy and school climate on motivation for technology integration in education. Albert Bandura's Social Cognitive Theory was used as the theoretical framework. Outcome expectancy was used as a central motivational factor. A foundational model was constructed to explore the relationships among school climate, self-efficacy, and outcome expectancy. The participants were 224 teachers from diverse high schools in Bursa, Turkey. Results revealed that participants perceive low levels of school climate/support but has relatively high self-efficacy and outcome expectancy. Gender-based analyses revealed no significant differences among males and females in terms of all variables. Correlation analysis results revealed significant relationships among the three variables. Furthermore, regression analysis revealed that both school climate and self-efficacy significantly contributed to predicting motivation. More importantly, school climate affected motivation directly and indirectly through its influence on self-efficacy. These findings suggested that the proposed foundational model can serve as a valuable framework for understanding teachers' motivation for technology integration in education.
Author: Serkan Perkmen
Institution: Balıkesir University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4404831120