Relationship Among Computer Self-Efficacy, Teaching and Research Skills of Teachers at Higher Education Level

Abstract

The main purpose of the study was to analyze the relationship among computer self efficacy (CSE), perceived teaching skills (PTS) and perceived research skills (PRS) of university teachers‘ regarding using information and communication technology (ICT). To measure computer self-efficacy (CSE), the Murphy (1989) scale was adapted. While, for measuring perceived teaching skills (PTS) and perceived research skills (PRS) more items were developed. On the whole, the instrument consisted of fifty five (55) items :ten (10) items were related to demographic information of the participants, twenty eight (28)items were for measuring computer self-efficacy (CSE), seven (07)items were related to measure perceived teaching skills (PTS) and ten (10) items were related to measure perceived research skills (PRS) of university teachers‘ regarding using information and communication technology (ICT). The validity as well as reliability of the instrument was done. Overall Cronbach‘s Alpha coefficient of the instrument was calculated 0.98. The population was the university teachers of the public sector universities of the Punjab province in Pakistan. The total numbers of participants in the study were nine hundred and twenty three (923) teachers. The tool of this study was administered personally and by post. The collected data were analyzed by calculating means of confidence levels at Likert five point scale (Very Little Confidence, Little Confidence, Some Confidence, High Confidence, Very High Confidence), correlation and z-test. Data were presented and analyzed to answer five research questions: (a).What is self efficacy level of teachers with respect to using information and communication technology (ICT)? (b).What is correlation between teachers‘ computer self-efficacy and their perceived use of information and communication technology (ICT) in teaching skills? (c).What is correlation between teachers‘ computer self-efficacy and their perceived use of information and communication technology (ICT) in research skills? (d).What significant differences exist with respect to levels of teachers‘ self-efficacy towards using information and communication technology?(e).What combination of variables explains the significant differences among teachers with respect to using information and communication technology? The results of this research study revealed that:(a) The results of mean scores of the levels of computer self-efficacy, perceived use iii of ICT in teaching and perceived use of ICT in research suggested that teachers‘ computer self-efficacy, perceived use of ICT in teaching and perceived use of ICT in research was at a Some Confidence level.(b)The results of the correlation analysis revealed a high, positive correlation between teachers‘ self-efficacy and perceived use of ICT in teaching. (c)The results of the correlation analysis revealed a high, positive correlation between teachers‘ computer self-efficacy and perceived use of ICT in research.(d) Teachers having maximum teaching experience, received ICT training and using laptop computers had more confidence in using ICT in teaching and research activities. (e) In order to find the combination of variables which explains the significant difference among teachers with respect to using information and communication technology, it was found that younger age group of teachers, group of teachers having maximum teaching experience, years of use of ICT, designation, ICT Training, gender, discipline of Teaching, owning of computer, and using type of computer was found significant in attaining higher levels of perceived use of ICT. On the basis of these findings, it was strongly recommended that computer training programs for the all faculty members are very necessary to increase the computer self-efficacy in order to professional development regarding the use of ICT in teaching and research at higher education institutions. Finally, on the basis of the findings it was suggested that the study can be extended to determine the relationship among computer self-efficacy and computer anxiety of the teachers, students and administrators of educational institutions at elementary, secondary and higher education level. The survey instrument used in this study contained questions regarding teachers‘ use of existing and current technology. However, these technologies will continue to change. Research must be updated on a regular basis to keep up with the technology use of teachers using existing and new technologies.