Abstract
Teacher self-efficacy of information and communication technology (ICT) has an important impact on ICT-based teaching. Teacher ICT self-efficacy is not only influenced by their individual characteristics, but also by various environmental conditions provided by their schools. Studies on teacher ICT self-efficacy have focused on factors at the teacher level, however, have overlooked school environments. To investigate the impact of school environments and teacher characteristics on teacher ICT self-efficacy, this study used a multilevel approach to analyze data from 7629 teachers in 1222 primary and secondary schools in China. The results show that both teacher-level factors and school-level factors contribute to K-12 teacher ICT self-efficacy. Among teacher-level factors, teachers’ gender, ICT use, perceived ease of use of ICT and perceived usefulness of ICT make a difference in ICT self-efficacy. Among school-level factors, school type, ICT policy, and internet access are the important factors that impact teacher ICT self-efficacy.
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Acknowledgments
This work was supported by the National Natural Science Foundation of China under Grant number 61907018. We would also like to thank all the teachers who participated in this investigation.
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Wu, D., Zhou, C., Meng, C., Chen, M. (2020). Identifying Multilevel Factors Influencing ICT Self-efficacy of K-12 Teachers in China. In: Cheung, S., Li, R., Phusavat, K., Paoprasert, N., Kwok, L. (eds) Blended Learning. Education in a Smart Learning Environment. ICBL 2020. Lecture Notes in Computer Science(), vol 12218. Springer, Cham. https://doi.org/10.1007/978-3-030-51968-1_25
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