Teachers’ Self-Efficacy and Technology Integration in K-12 Education: A Meta-Analysis

Authors

Chengcheng Li, University of Nevada, Las Vegas
Yichen Yang, University of Nevada, Las Vegas
Qing Wu, University of Nevada, Las VegasFollow
Shaoan Zhang, University of Nevada, Las VegasFollow
Bowen Liu University of Nevada, Las Vegas

Document Type

Article

Publication Date

1-1-2020

Publication Title

Critical Issues in Teacher Education

Volume

27

First page number:

27

Last page number:

39

Abstract

This meta-analysis examined studies on the relationship between teachers’ selfefficacy and technology integration in K-12 education. A total of 14 studies in this meta-analysis with 3272 participants including 532 pre-service teachers and 2740 inservice teachers from Finland, Taiwan, U.S., Turkey, and Korea. Findings indicated that teachers’ self-efficacy had a positive relationship with their technology integration in K-12 education (r = .32); however, the relationship between teachers’ self-efficacy and their technology integration did not differ significantly in terms of population (i.e., pre-service teachers vs. in-service teachers), region (i.e., U.S. versus Finland, Taiwan, Turkey, and Korea), and sample size (n = 300). Implications for both pre-service and in-service teachers’ professional development with selfefficacy and technology integration were provided.

Keywords

Meta-analysis; Teacher self-efficacy; Technology integration in K-12 education

Disciplines

Education | Teacher Education and Professional Development

Language

English

Repository Citation

Li, C., Yang, Y., Wu, Q., Zhang, S., University of Nevada, Las Vegas, B. L. (2020). Teachers’ Self-Efficacy and Technology Integration in K-12 Education: A Meta-Analysis. Critical Issues in Teacher Education, 27 27-39.