Computer Self-Efficacy Among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on their Computer Self-efficacy
Computer Self-Efficacy Among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on their Computer Self-efficacy
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Date
2017
Authors
Amankwah, Francis
Konin, Daniel
Sarfo, Frederick Kwaku
Journal Title
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Publisher
The Turkish Online Journal of Educational Technology
Abstract
The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS)
teachers in Ghana and 2) the functionality of teachers’ age, gender, and computer experiences on their computer
self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The “Computer Self Efficacy” (CSE) scale, developed by Teo and Koh (2010) was adapted and used for data collection. Descriptive
statistics, t tests and univariate analyses were employed to analyse the data. The results showed that generally,
SHS teachers neither disagree nor agree that they are computer self-efficacious; specifically they agree that they
are self-efficacious in basic computer skills but not certain about their self-efficacy in web based skills and not
self-efficacious in media related computer skills. Moreover, the results revealed that teachers’ age, gender, and
computer experiences have similar and dissimilar influences on their computer self-efficacy related to different
computer application software. Furthermore, according to the results, teachers’ gender and their computer
experience have interaction effect on their computer self-efficacy whilst 1) teachers’ gender and age and 2)
teachers’ age and computer experience have no statistically significant interaction effect on their computer self efficacy. The study provides new and vital information for educational practitioners in Ghana. The findings
suggest that xpecting teachers in developing country such as Ghana to teach with technology still remains as a
very challenging issue which requires important attention. In addition, the study provides new insights into
explanation for contradictory research findings of the effect of (SHS) teachers’ age, gender, and computer
experience on their computer self-efficacy in the literature.
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Citation
Sarfo, F. K., Amankwah, F., & Konin, D. (2017). Computer Self-Efficacy among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on Their Computer Self-Efficacy. Turkish Online Journal of Educational Technology-TOJET, 16(1), 19-31.