Determination of the factors affecting pre-service teachers’ technological self-efficacy beliefs by logistic regression analysis

Abstract

Technology transfer to classes has become very important for teachers, regardless of their field. The purpose of this study is to determine how pre-service teachers with high and low level of technological self-efficacy beliefs are predicted by the independent variables. These variables are attitude towards technology, attitude towards instructional technologies and material design course, having a personal computer. The study sample of this relational study consisted of 193 pre-service teachers. As data collection tools, Technological Self-Efficacy Belief Scale, Attitude towards Technology Scale, Attitude towards Instructional Technologies Scale, and a questionnaire developed by researchers were administered. Logistic regression analysis, which is used when the dependent variable is categorical, was employed in data analysis. According to analysis results, the variables of having a personal computer (Wald = 4.23, df = 1, p < 0.05), attitude towards technology (Wald = 13.66, df = 1, p < 0.01) and attitude towards instructional technologies and material design course (Wald = 6.17, df = 1, p < 0.01) had a significant effect on pre-service teachers’ technological self-efficacy beliefs. Particularly, the variable of having a personal computer significantly increased pre-service teachers’ technological self-efficacy beliefs by 20%. In this context, various recommendations were offered to the researchers, institutions and instructors.

Keywords: Self-efficacy, computer, instructional technology, logistic regression.

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