ERIC Number: ED457925
Record Type: RIE
Publication Date: 1999-Aug
Effects of Administrative Support Policies, Cognitive Processes, and Motivational Beliefs on Faculty Uses of Computer Technology: Testing a Motivational Model.
Dusick, Diane M.
This study tested the importance of administrative support policies, faculty perception of that support, and motivational beliefs on community college faculty use of computers for instruction. The results support the conclusion that faculty perception of support, task self-concept, belief in the value of computers for instruction, and computer competence are separate constructs that are correlated. All of the motivational beliefs variables examined were strongly and positively correlated with each other and computer use for instruction. However, the important finding of this study is that task self-concept does not directly influence a teacher's choice to use computers. Rather, one's belief that computers are beneficial for both teacher and student, and one's level of competence mediate the effects of self-concept on use. Further, all of the motivational beliefs, as well as faculty perception of administrative support, mediate administrative efforts to influence faculty use of computers. To the extent that these findings are generalizable, there are clear implications for administrators: equipment must be readily available in classrooms, laboratories, and faculty offices; and efforts should be made to provide training and ongoing support that demonstrates the utility of computers in the classroom. This document concludes by stating that more research is needed to determine how faculty perceive computer technology and its role in the traditional pedagogy, and that future studies should explore these issues in the K-12 setting as well. Appended are available staff and technology, administrative support for computers in the classroom, task self concept and task value, computer competency, and computer use by faculty data. (Contains 139 references.) (NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Doctoral Dissertation, University of Southern California.