COMPUTER SELF-EFFICACY AND INTEGRATION INTO THE CLASSROOM: MATCHING TEACHERS BELIEFS WITH THEIR PRACTICE

Abstract

The existing high-tech concentration in tutoring is demanding from instructors to grow into computer literate so that they can integrate computer-based technology in their classes. The present study is an endeavor to examines teachers’ computer self-efficacy to check if there is a correlation with computer self-efficacy and technology integration in the classroom. Sample of the study was conveniently selected 318 teachers (213male and 105female) from 50 secondary schools (20 female and 30 male) of District Nankana Sahib. Two tools were used for data collection; A questionnaire and Kerlin scale of computer self-efficacy. A questionnaire was developed to check the integration of ICT into the classroom. Kerlin scale of computer self-efficacy was used to check the self-efficacy of teachers for computer. The findings of the research show the strong level of correlation between the computer self-efficacy and ICT integration into the class room teachings. This study found that the high level of computer self-efficacy does not mean that the teachers are integrating the computer in classroom teachings.