e-ISSN: 2618-6586 Open Access · Peer-Reviewed JETOL on DergiPark
JETOL — Journal of Educational Technology & Online Learning
Publisher
Gürhan Durak
Publication Model
Periodical (January – May – September)
Status
Open for Submissions

The role of self efficacy and school climate in motivation for technology integration in education

Research Article

Download PDF DOI: 10.31681/jetol.1557095
Pages
358–366
Publication Date
December 31, 2024
Submission Date
September 27, 2024
Acceptance Date
November 28, 2024
Subjects
Instructional Technologies

Abstract

This study aims to explore the influences of self-efficacy and school climate on motivation for technology integration in education. Albert Bandura's Social Cognitive Theory was used as the theoretical framework. Outcome expectancy was used as a central motivational factor. A foundational model was constructed to explore the relationships among school climate, self-efficacy, and outcome expectancy. The participants were 224 teachers from diverse high schools in Bursa, Turkey. Results revealed that participants perceive low levels of school climate/support but has relatively high self-efficacy and outcome expectancy. Gender-based analyses revealed no significant differences among males and females in terms of all variables. Correlation analysis results revealed significant relationships among the three variables. Furthermore, regression analysis revealed that both school climate and self-efficacy significantly contributed to predicting motivation. More importantly, school climate affected motivation directly and indirectly through its influence on self-efficacy. These findings suggested that the proposed foundational model can serve as a valuable framework for understanding teachers' motivation for technology integration in education.

Keywords

  • self-efficacy
  • technology integration
  • school climate
  • outcome expectancy
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