An empirical study on the correlation between teacher efficacy and ICT infrastructure

Abstract

PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

RETRACTED ARTICLE: COVID 19 response: An analysis of teachers’ perception on pedagogical successes and challenges of digital teaching practice during new normal

“…Online learning primarily uses the internet to deliver instruction and content of education (Watson et al, 2004 ), and virtual school is an educational organization that uses web-based methods or the internet to offer K-12 courses (Clark, 2001 ). Kundu, Bej, & Dey ( 2020b ) pointed out that access to the internet now guarantees access to universal education at the lowest cost, if not for free and is potent in bringing greater student engagement and achievement as well.…”

“…Therefore, online teaching requires some skills to support a teacher’s role as an intersection point for technology, pedagogy, and content (Kundu, 2018a , b ; Russell, 2004 ; Savery, 2005 ). To provide quality online learning opportunities to students, the primary responsibility of the teacher is to select and coordinate the technology, pedagogy, and content (Koehler & Mishra, 2009 ; Kurtz et al, 2004 ; Olson & Wisher, 2002 ; Kundu, Bej, & Dey, 2020b ). Adopting new online teaching strategies linked to technology, pedagogy, and instructional plan may require teachers to undergo some key changes and move away from what they have experienced during offline teaching (Lee & Hirumi, 2004 ; O’Neil, 2009 ).…”

Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT

“…Cultural differences have also been identified in the study of Kundu (2018c) where Indian teachers found perceiving themselves more of an authority role compared to Western teachers that negatively impact on the teachers' use of educational technology. Kundu, Bej, & Dey (2020), Vanderlinde & van Braak (2010), and Moses, Bakar, Mahmud & Wong (2016) found good ICT infrastructure yields good integration in pedagogy. Frost & Sullivan (2006) have characterized technical support as the access, operation, and troubleshooting of hardware, software, and network resources.…”

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

“…The highest performance is observed if the teacher brings together technological, pedagogical, and integration efficiencies in its three domains [52]. In this regard, the success of ICT in education depends a lot on the digital autonomy acquired by teachers because of their digital competence, professional development, and the training provided to teachers [53].…”