A Study on Pre-Service Teacher's Self-Efficacy Beliefs Towards Digital Education

Abstract

The study investigates pre-service teachers’ self-efficacy beliefs towards digital education. Using a simple random sampling technique, a total of 120 pre-service teachers were selected as participants. Data were collected through a self-efficacy questionnaire specifically designed to assess various factors influencing digital education readiness. The analysis focused on variables such as qualification, teaching discipline, technology competency level, and access to technology. Statistical analysis revealed that qualification (t = 0.625) and teaching discipline (t = 0.066) did not show significant differences in self-efficacy beliefs. However, technology competency level (F = 4.80) exhibited a significant influence, indicating that higher digital skills contribute positively to self-efficacy. Access to technology (t = 0.01) showed no notable impact. The findings suggest that improving technology skills is a crucial factor in strengthening pre-service teachers’ confidence in digital education, whereas demographic and access-related variables appear to play a limited role.

Keywords

pre-service teachers self-efficacy beliefs digital education

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