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ERIC Number: ED601805
Record Type: Non-Journal
Publication Date: 2019
Pages: 98
Abstractor: As Provided
ISBN: 978-1-0855-6994-1
ISSN: EISSN-
EISSN: N/A
Available Date: N/A
How Age, Number of Years Teaching, Attitude, Educational Philosophy and Building Type Can Influence Teachers' Self-Efficacy Utilizing Technology in K-1 Suburban Classrooms
Montellese, Nicole
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York)
The purpose of this study was to determine any differences between factors that may influence a teacher's self-efficacy regarding the implementation of technologies in kindergarten and first-grade classrooms. Specifically, this study analyzed the independent variables: age, number of years teaching, attitude toward technology, teachers' educational philosophy and type of school building (early childhood or K-5). The research setting included four public school districts in Nassau County, New York. Two school districts house their kindergarten and first-grade students in an early childhood center, while the other two districts maintain these grade levels in a K-5 building. Survey instruments with embedded scales measuring these constructs were emailed to kindergarten and first-grade teachers by their District Superintendents. The study utilized a causal-comparative design to compare survey data compiled from the teachers. Five one-way between-subjects analyses of variance (ANOVA) were conducted to compare the factors age, number of years teaching, attitude toward technology, educational philosophy, and type of building between technology self-efficacy scores. Results indicated that there was a significant difference in technology self-efficacy scores based upon a teacher's age, number of years teaching and attitude towards technology. The oldest teachers and teachers with 16-20 years in the classroom had the lowest technology self-efficacy scores. Teachers with positive attitudes toward technology yielded higher technology self-efficacy scores when compared to teachers with negative attitudes toward technology. As New York State begins to implement changes to technology standards and expectations for educators and students, this study is both timely and necessary. By understanding these variables, educational leaders can plan to provide targeted professional learning opportunities that meet the needs of all staff members while providing encouragement and support for meaningful technology integration in early childhood classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A
Author Affiliations: N/A