You are here:

Predictors of Hispanic School Teachers' Self-Efficacy in the Pedagogical Uses of Technology

, ,

Computers in the Schools Volume 25, Number 1, ISSN 0738-0569


A study to predict teachers' self-efficacy in using technology for pedagogical purposes was conducted in a predominantly Hispanic school district in south Texas; 438 elementary teachers completed a 32-item survey aligned to the National Educational Technology Standards for Teachers. Findings suggested that the instrument is highly reliable in measuring Hispanic school teachers' self-efficacy when they are asked to rate their confidence in their ability to perform technology tasks for educational purposes. An exploratory factor analysis (orthogonal and nonorthogonal) allowed the derivation of composite measures. Three subscales regarding issues of pedagogy composed the dependent variable. Regression analyses (OLS and 2SLS) revealed that two derived composite measures and two contrast variables listed in the general information of the survey strongly predicted the response variable. (Contains 3 tables.)


Curts, J., Tanguma, J. & Pena, C.M. (2008). Predictors of Hispanic School Teachers' Self-Efficacy in the Pedagogical Uses of Technology. Computers in the Schools, 25(1), 48-63. Retrieved December 11, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact