An empirical study of the relationships among teacher background variables and computer related measures
PROCEEDINGS
Shu Ching Yang, Ching-Hwei Hsieh, National Sun Yat-sen University, Taiwan ; An Sing Chen, National Chung Cheng University, Taiwan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
The present study explored the relationships among teacher background variables, computer anxiety, computer self-efficacy, computer coping strategies, and computer literacy among elementary and junior high school teachers in Taiwan. The sample consisted of 452 elementary and junior high school teachers. The findings showed significant main effects of gender, with males tending to report greater computer self-efficacy and computer literacy, lower computer anxiety, and more positive attitudes toward solution-oriented coping strategies than did females.. This research found that those with high computer self-efficacy tended to adopt positive coping strategies, such as problem solving and seeking help, as well as to have higher-level computer-related skills and stronger beliefs in the pedagogical importance of computers.
Citation
Yang, S.C., Hsieh, C.H. & Chen, A.S. (2011). An empirical study of the relationships among teacher background variables and computer related measures. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 733-762). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2023 from https://www.learntechlib.org/primary/p/37255/.
© 2011 Association for the Advancement of Computing in Education (AACE)
