Self-efficacy of teachers in integrating technology in teaching at the Senior High Schools in the La-Nkwantanang Madina Municipality

Abstract

The study examined teachers' self-efficacy in integrating technology in teaching in SHS at the La-Nkwantanang Madina Municipality. The study adopted a descriptive survey research design to assess the connection between teacher self-efficacy and technology integration in teaching. The population utilized consisted of senior high school within the La-Nkwantanang Madina Municipality in the Greater Accra Region. Purposive sampling technique was used to select respondents. Data gathered were analyzed using Statistical Package for Social Sciences. Smart-PLS structural equation modelling was adopted to estimate the relationships between the independent and dependent variables. The study uncovered that teacher self-efficacy with computers significantly influences their self-efficacies with the internet and that of the Learning Management System (LMS) whiles their self-efficacies towards the internet significantly influences their online learning self-efficacies. The study also uncovered that, teachers‟ self-efficacy towards LMS has a relationship with their self-efficacy towards online learning. Moreover, findings of the study revealed that teachers‟ self-efficacies towards learning management system, computer, internet, and online learning, significantly influence their behavioral intention towards ICT integration in education. The study therefore recommended that teachers should receive ICT training as it is essential for them to feel confident using technology in the classroom.