Teachers’ Self-Efficacy and Technology Integration in K-12 Education: A Meta-Analysis
Critical Issues in Teacher Education
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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.
Meta-analysis; Teacher self-efficacy; Technology integration in K-12 education
Education | Teacher Education and Professional Development
University of Nevada, Las Vegas, B. L.
Teachers’ Self-Efficacy and Technology Integration in K-12 Education: A Meta-Analysis.
Critical Issues in Teacher Education, 27