NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1148367
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0031-3831
Examining the Relationship between Teachers' Self-Efficacy, Their Digital Competence, Strategies to Evaluate Information, and Use of ICT at School
Hatlevik, Ove Edvard
Scandinavian Journal of Educational Research, v61 n5 p555-567 2017
Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers' self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to a multiple-choice test on digital competence. Structural equation modelling was used to test a hypothesized model of the relationship between self-efficacy in basic ICT, self-efficacy in online collaboration, strategies to evaluate information, digital competence, and the use of ICT. The analysis confirmed that the empirical data supported the hypothesized model. Significant factor loadings and positive relationships between the factors were found. Overall, the factors in the model explained 41% of teachers' digital competence, 49% of their self-efficacy in online collaborative, and 36% of their use of ICT at school.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A