Ed.D. Dissertations

Date of Award

10-2018

Document Type

Campus Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Floralba A. Marrero, Ed.D.

Content Specialist

Anastasia D’Angelo, Ed.D.

Content Reader

David Weischadle, Ed.D.

Keywords

self-efficacy, teacher self-efficacy, technology integration, minority teachers, middle school teachers

Abstract

The purpose of this quantitative correlational study was to examine if there is a relationship between a teacher’s self-efficacy in using technology and their level of integrating technology into their classroom. Also, does the ethnicity of teachers moderate the relationship between a teacher’s self-efficacy with using technology and their level of integrating of technology in the classroom? Schools are faced with the challenge of maintaining a level of proficiency throughout the school year that will prepare students for academic achievement and graduation. However, many teachers are not confident in their ability to implement technology within their curriculum and this may have a substantial impact on student success in their classroom (Hsu, 2016). This study used a convenience sample of 150 middle school teachers to collect data to measure teachers’ perceived levels of inclusion efficacy, teacher efficacy, and collective inclusion efficacy, as well as attitudes toward inclusion, ability to use technology, and the need for technology. The results from RQ1 in this study indicate no relationship between teacher self-efficacy and their level of integrating technology. However, regarding teacher ethnicity RQ2, the results differed. The findings for the Minority teachers was not statistically significant which indicated the ethnicity of the teachers does not moderate the relationship between a teacher’s self-efficacy with using technology and their level of integration of technology. Likewise, the findings among the Caucasian teachers was statistically significant which indicated the ethnicity of the teachers does moderate the relationship between a teacher’s self-efficacy in using technology and their level of integration of technology.

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