Predictors of Teachers' Confidence in Their Ability to Implement Computer-Based Instruction

Abstract

The purpose of the research was to investigate the effect of selected personal, school, and district factors on K-3 teachers' confidence in their ability to implement computer-based instruction in two conditions: before (N = 128 teachers) and after an infusion of Information Technology (IT) (N = 135 teachers). Increased IT resources changed the strength and structure of teachers' confidence: Confidence in teaching various student uses of the computer increased and the sources of information that teachers used to determine their expectations changed as teachers used the technology. The strongest predictors of teaching confidence were teacher cognitions, especially confidence in personal computing skills. Other personal variables (frequency of personal computer use, gender, teaching experience, and computer ownership) dropped out of the regression equations when teacher cognitions were introduced. After the IT infusion, but not before, self-reported instructional practice and contextual factors (shared sense of purpose of the school with its community and experience with district amalgamation) also contributed to variance in confidence about teaching with computers.