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The Relationship between Leadership, Self-efficacy, Computer Experience, Attitudes, and Teachers' Implementation of Computers in the Classroom
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, , Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to examine the relationship between leadership, self-efficacy, computer experience, attitudes, and teachers' implementation of computers in the classroom. A total of 160 elementary and secondary teachers from eleven school districts in Central Pennsylvania identified certain factors that may influence their practices of using computers in their classrooms. Three types of computer uses were identified and the variables of experience and knowledge, perception of leadership, self-efficacy, and attitudes toward computers were related to teachers' use of computers. Regression models demonstrated that with low and middle computer uses of clerical/management and academic use, self-efficacy demonstrated significance. As the computer use moved to advanced uses, such as web-page development and desktop-publishing, experience and knowledge, professional development and leadership became factors of significance.

Citation

Yan, W. & Piper, D. (2003). The Relationship between Leadership, Self-efficacy, Computer Experience, Attitudes, and Teachers' Implementation of Computers in the Classroom. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1057-1060). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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