The effect of training in active inspire program on teachers’ perceived self-efficacy and their technology performance

Abstract

The current study explores the relationship between the perceived Teacher’s Self-efficacy on Robert Reasoners’ scale (RRSES) of 60 post-training science teachers and 12 mixed-major teachers and their computer performance grades after their third practice of teaching training in Activeinspire program. To collect data on Self-evaluation, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which the student teachers used to rate their Self-efficacy. Using pre/post measurements of teachers’ attitudes with using computer technology, using open and closed ended questionnaires and The Computer Technology Integration Survey (CTIS) in 2012, this study identified possible influences on self-efficacy beliefs, perceived usefulness of computer technology, and ratings of self-efficacy beliefs toward technology integration. Specifically, this study found that Perceived positive attitude with computer technology was found to be a significant predictor of self-efficacy beliefs towards technology integration. Also, the findings of this research revealed that pre-service teachers earned high computer technology scores. Moreover, it revealed a higher correlation between RRSES subscales scores than between the technology and RRSES scores. Recommendations and future research were discussed.

Keywords: Self- esteem,  active inspire, pre-service training, perceived self –efficacy, computer, technology performance.

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