You are here:

An empirical study of the relationships among teacher background variables and computer related measures
PROCEEDINGS

, , National Sun Yat-sen University, Taiwan ; , National Chung Cheng University, Taiwan

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The present study explored the relationships among teacher background variables, computer anxiety, computer self-efficacy, computer coping strategies, and computer literacy among elementary and junior high school teachers in Taiwan. The sample consisted of 452 elementary and junior high school teachers. The findings showed significant main effects of gender, with males tending to report greater computer self-efficacy and computer literacy, lower computer anxiety, and more positive attitudes toward solution-oriented coping strategies than did females.. This research found that those with high computer self-efficacy tended to adopt positive coping strategies, such as problem solving and seeking help, as well as to have higher-level computer-related skills and stronger beliefs in the pedagogical importance of computers.

Citation

Yang, S.C., Hsieh, C.H. & Chen, A.S. (2011). An empirical study of the relationships among teacher background variables and computer related measures. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 733-762). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

Keywords