Title

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

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


Search your library

Share

COinS