Author: Azizah Alsaiari
Alsaiari, Azizah, 2024 Influences of self-efficacy on pre-service teachers’ use of technology to teach in Saudi Arabia, Flinders University, College of Education, Psychology and Social Work
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Implemented within an embedded sequential explanatory mixed-method research framework, this study amalgamated quantitative and qualitative data to investigate how Saudi pre-service teachers utilised technology to improve student learning in the classroom and the associated impact on their self-efficacy. The quantitative phase involved data from 97 pre-service teachers at a specific university in Saudi Arabia, while the qualitative component scrutinised interview responses from 9 pre-service teachers. Findings revealed that Saudi pre-service teachers used ICTs in their lessons most especially at the enhancement level of SAMR and that they had high self-efficacy on technology integration. Results also revealed some problems they encounter while using technology in professional placement experience along with their suggestions on how to improve technology use. In addition, the study found that pre-service teachers with high levels of self-efficacy tended to use technology at the level of transformation, while those with intermediate or lower levels of self-efficacy tended to use technology at the level of enhancement. Of particular interest, the study suggested an alternative three-factor approach to evaluating pre-service teacher self-efficacy that combined classroom management and student interactions into a single factor. These results provided enlightening information to teachers and the policy makers as well in Saudi Arabia, as well as the West Asia region.
Keywords: Saudi pre-service teachers, Technology integration, Sequential explanatory mixed-method, TPACK, SAMR, Self-efficacy
Subject: Education thesis
Thesis type: Doctor of Philosophy
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Julie Clark