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Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

Informatics in education, 2022, Vol.21 (2), p.353-373 [Peer Reviewed Journal]

2022. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1648-5831 ;EISSN: 2335-8971 ;DOI: 10.15388/infedu.2022.11

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  • Title:
    Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age
  • Author: Šabić, Josip ; Baranović, Branislava ; Rogošić, Silvia
  • Subjects: age ; Age Differences ; Age factors ; Computer Attitudes ; Education ; Elementary School Teachers ; Females ; Foreign Countries ; gender ; Gender aspects ; Gender Differences ; ICT Information and Communications Technologies ; information and communication technology ; Information Technology ; Multiple regression analysis ; Secondary School Teachers ; Self Efficacy ; Teachers ; Teaching ; Technology Uses in Education ; Technology utilization
  • Is Part Of: Informatics in education, 2022, Vol.21 (2), p.353-373
  • Description: The purpose of the study is to examine the moderating effect of age on gender differences in teachers’ self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura’s conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher’s ICT self-efficacy.
  • Publisher: Vilnius: Vilniaus Universiteto Leidykla
  • Language: English
  • Identifier: ISSN: 1648-5831
    EISSN: 2335-8971
    DOI: 10.15388/infedu.2022.11
  • Source: DOAJ Directory of Open Access Journals
    ERIC Full Text Only (Discovery)
    CEEOL: Open Access
    ProQuest Central
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