Analysis of Readiness for Change and Self-Efficacy Perceptions of IT Stakeholders

Abstract

In the present study, the readiness for change, programming self-efficacy and teaching selfefficacy of Information Technology (IT) teachers and pre-service teachers in Information Technologies and Software course were investigated based on various variables. The study was conducted with 209 females and 252 males, a total of 461 individuals. In the present study that was designed with the relational survey model, the Readiness for Change Scale developed by Kondakçı, Zayim and Çalışkan (2010), the Programming Self-Efficacy Perception Scale developed by Ramalingam and Wiedenbeck (1998) and adapted by Altun and Mazman (2012) and Teacher Self-Efficacy Scale developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted by Çapa, Çakıroğlu and Sarıkaya (2005) were utilized in conjunction to analyze the results based on gender, the type of the school of graduation, experience status, active employment status, and the school level of employment variables. Study findings suggested that although experience did not affect participants' perceptions of teachings selfefficacy, it was an effective factor on their readiness for change. furthermore, gender or school of graduation type were not effective on their readiness for change. Study results also suggested that gender had an impact on programming self-efficacy perception, and the difference between male and female participants in simple programming skills was lower, while the male participants had significantly higher level of self-efficacy in complex programming skills when compared to female participants.