EDUCATIONAL TECHNOLOGY SELF-EFFICACY BELIEFS OF STUDENT TEACHERS AT QATAR UNIVERSITY AND ITS RELATION TO THEIR PROGRAM PREPAREDNESS FOR TECHNOLOGY INTEGRATION

Abstract

The purpose of this study was to investigate the educational technology self-efficacy beliefs of student teachers at Qatar University and their relationship with students’ perceptions of teacher program preparedness. Additionally, the study looked at the effect of student teachers’ area of specialization (primary, secondary education) and their achievement level (average, high GPA) on their technology self-efficacy beliefs and their perception of program preparedness. This study utilized a 44 item questionnaire that targeted student teachers’ perception about their ability to complete educational technology tasks and their perception on three aspects of teacher program preparedness: (1) instructor’s role, (2) curriculum content, and (3) field experience. Based on previous self-efficacy measures, the scale was constructed to be aligned with the context of this study. The final scale has been reviewed for validity and reliability and values were acceptable. Data was collected from 174 participants and was analyzed using SPSS. Results indicated that student teachers possessed an average level of technology self-efficacy and they perceive that the teacher program prepared them moderately to integrate technology in their teaching. Further, student teachers in the primary level reported significantly higher self-efficacy levels than student teachers in the secondary level. Furthermore, a strong positive relationship was detected between student teachers’ technology self-efficacy beliefs and their perception about program preparedness. Technology self-efficacy can be predicted by the perceived role of the instructor and the field experience. The implications of these findings and recommendations were offered.