Profile and predictors of high school teachers' attitude and self-efficacy in utilizing ICT: an investigation from Indonesia

Abstract

This study investigated the relationship among several predictors that could influence high school teachers’ attitudes and self-efficacy in utilizing ICT, such as length of computer use, computer competencies, computer access, computer training, and frequency of using computer programs. Quantitative study through descriptive and correlational design has been used to answer the hypothesis of this study. A total of 345 active high school teachers participated in this study. The correlational person product moment shows that all of the computer-related variables have a positive relationship with attitude and self-efficacy, although the relationships vary from low ( p < 0.05) to high ( p < 0.01). Hierarchical analysis showed that the predictors of attitude included computer competencies, computer access, training in computer, and level of using computer’s program/apps variables; meanwhile, computer competencies, training in computer, and level of using computer’s program/apps become good predictors of self-efficacy. This finding suggests that teachers should frequently access the computer and its app, have competency in using the computer, and have training or professional development in computer for improving teachers' attitudes and self-efficacy in utilizing and implementing ICT for the learning process.

Self-Efficacy and Attitudes Toward Computers of General and Special Education Teachers in Greece During the COVID-19 Period

“…Thus, technology training emerges as an essential factor to consider. That corresponds to other findings -training in the use of computers increases the inclusion of computers in educational practice and computer self-efficacy (Ikhlas & Dela Rosa, 2023;Krause et al, 2017).…”

Attitudes towards Digital Educational Technologies Scale for University Students: Development and Validation

“…Numerous studies of the digitalization of HE, conducted before, during, and after the pandemic, show that university students' attitudes toward DETs are one of the important psychological factors that can hinder or facilitate the optimal implementation of digital technologies in education [8,11,12,[15][16][17][18][19][20][21][22][23][24][27][28][29][30][31]. In this regard, international researchers have developed many tools for diagnosing attitudes of university students toward various aspects of the digitalization of education, for example, distance learning, remote learning, e-learning, online learning, online education, digital technologies or ICT in education, digital competence [6,[32][33][34][35][36][37][38][39][40][41][45][46][47][48][49][50][51].…”

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

“…The results of recent studies [55][56][57][58][59][60][61] demonstrate the high level of effectiveness of teachers and positive attitudes towards the integration of innovative technologies in teaching. According to the results of the study carried out by Ikhlas and Dela Rosa [30], the predictors of attitude and self-efficacy are technological skills, training in this field, and the level of use of computer applications.…”

“…These results were consistent with other studies conducted in other countries on the same topic. Computer competency, computer access, training in computers, and level of use of computer programs were found to be good predictors of teachers' attitudes [30].…”