How Teachers' Self-efficacy Beliefs are Constructed When Using Information and Communication Technologies

By Cacilda Encarnação Augusto Alvarenga and Roberta Gurgel Azzi.

Published by Ubiquitous Learning: An International Journal

Format Price
Published online: August 15, 2014 $US10.00
Article: Electronic $US5.00

Self-efficacy belief is a construct of Social Cognitive Theory introduced by Albert Bandura. Teacher’s perceived self-efficacy to use Information and Communication Technologies (ICT) in teaching can influence their behavior for integrating them into classes. Self-efficacy beliefs are constructed from four principal sources of information: mastery experiences, vicarious experiences, verbal or social persuasion and physiological and affective states from which people partly judge their capableness, strength, and vulnerability. This study aimed to identify the sources that 241 Brazilian High School teachers in public schools perceive as contributing to the construction of their self-efficacy beliefs regarding using ICT in teaching. Data were collected in person and involved participants answering a “Likert” scale that investigated the sources of self-efficacy to use the computer in teaching. Data were statistically analyzed using descriptive and inferential techniques. Vicarious experience was the most perceived source by teachers as a constituent of their computer self-efficacy to teach, followed by social persuasion and mastery experience. The results allow us to reflect about factors that contribute to the construction of teacher’s self-efficacy to use ICT in teaching. These factors may also help to create strategies for more effective integration of technologies with pedagogical practice.
This study is a part of a PhD thesis conducted by the first author with financial support from São Paulo Research Foundation (FAPESP), (Process: 08/58645-9).

Keywords: Sources of Self-efficacy, Information and Communication Technologies in Teaching, Teachers

Ubiquitous Learning: An International Journal, Volume 6, Issue 2, August 2014, pp.27-39. Published online: August 15, 2014 (Article: Print (Spiral Bound)). Article: Electronic (PDF File; 247.973KB).

Cacilda Encarnação Augusto Alvarenga

Postdoctoral Researcher, Groupe d’Étude sur l’Education Scientifique, Technologique et Professionnelle, ESPE Aix-Marseille Université, Aix en Provence, France

Cacilda Encarnação Augusto Alvarenga has PhD in education at the Universidade Estadual de Campinas-UNICAMP/Brazil. At the moment, she is developing a postdoctoral study at Aix-Marseille Université (France) in the research unit EA 4671 Apprentissage, Didactique, Évaluation et Formation (ADEF)/Groupe d’Étude sur l’Education Scientifique, Technologique et Professionnelle (GESTEPRO) with financial support from the CAPES Foundation/Brazil. She is a collaborating researcher at the NEAPSI (Núcleo de Estudos Avançados em Psicologia Cognitiva e Comportamental) and NIED (Núcleo de Informática Aplicada à Educação), both research centers at the UNICAMP. Her professional background is in instructional design, e-learning, and technologies in education. She develops investigations about information and communications technologies in the process of teaching and learning.

Roberta Gurgel Azzi

Professor, Department of Educational Psychology, Faculty of Education, University of Campinas, Campinas, São Paulo, Brazil

Roberta Gurgel Azzi is a postdoctoral professor at the Universidade Federal de São Carlos-UFSCar/Brazil and Pontifícia Universidade Católica de São Paulo-PUCSP/ Brazil. She has a PhD in Education from the Universidade Estadual de Campinas-UNICAMP/Brazil, Master’s in Experimental Psychology at the Universidade de São Paulo-USP and graduated in Psychology from PUCSP/Brazil. She is coordinator of the NEAPSI (Núcleo de Estudos Avançados em Psicologia Cognitiva e Comportamental) at the Faculty of Education of UNICAMP. She directs and develops investigations considering the theoretical framework of social cognitive theory.