Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania

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dc.contributor.authorRaphael, Christina
dc.contributor.authorMtebe, Joel S.
dc.date.accessioned2017-09-05T06:35:44Z
dc.date.available2017-09-05T06:35:44Z
dc.date.issued2017
dc.description.abstractThis study examines pre - service teachers’ (N = 386) self - efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self - efficacy beliefs among pre - service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational techn ologies into the classroom.en_US
dc.identifier.citationRaphael, C. and Mtebe, J. 'Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania'. Journal of Learning for Development , 4 (2), 196 – 210.en_US
dc.identifier.issn2311 - 1550
dc.identifier.urihttp://hdl.handle.net/20.500.11810/4572
dc.language.isoenen_US
dc.publisherJournal of Learning for Developmenten_US
dc.subjectSelf - Efficacy, Educational Technologies, Pre - Service Teachers, Educational Technology Integrationen_US
dc.titlePre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzaniaen_US
dc.typeJournal Articleen_US
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