Music teachers computer anxiety and self-efficacy

Abstract

This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university

“…In a recent study involving the teaching and learning of mathematics the most important variable affecting mathematics anxiety was self-efficacy belief towards mathematics (Unlu, Ertekin, & Dilmac, 2017). In a broader context, the relationship of high selfefficacy and low anxiety is also reported for music teacher's computer usage (Kilic, 2015). This study shows that chemistry laboratory anxiety is not only correlated with chemistry self-efficacy in general as shown by Kurbanoglu and Akin (2010) but with chemistry laboratory self-efficacy specifically.…”

Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards

“…The COVID-19 pandemic brought the need for adequate technology training to the fore and magnified this reality as schools transitioned into the technology-supported post-COVID-19 classroom. However, it must be noted that a teacher's high computer self-efficacy level, often exhibited through their technology usage know-how, does not guarantee that she or he will be able to thoughtfully and effectively integrate technology in the classroom environment (Kilic, 2015;Paus-Hasebrink et al, 2010). For example, though male instructors generally report having more competence and comfort with using technology (Peluchette & Rust, 2005;Young, 2000), female teachers are more likely to utilize and integrate technology in their instructional practice (Yang & Spears, 2017).…”

“…These are (1) how to use technology and (2) how to integrate technology (Paus-Hasebrink et al, 2010;Sadaf et al, 2012Sadaf et al, , 2016So & Kim, 2009). The latter, which presupposes the former, is impacted by factors such as fear and anxiety associated with computer usage (Kilic, 2015), belief about technology integration (Ertmer et al, 2012), and preference to use technology in the classroom (Peluchette & Rust, 2005). As such, the benefits gained from emerging technologies and promising new media will depend, to a large degree, on the extent they can be leveraged for effective teaching (Clark & Mayer, 2016).…”