Abstract
In this study of 387 students aged 6-9, we examined the effects of a change in teacher efficacy when students moved to a new grade. The effects of 4 dimensions of computer teacher efficacy on 3 types of student benefits (improved basic and advanced computer skills and increased computer self-efficacy) were investigated. Students in an upward trajectory (i.e., those who moved from a teacher with low computer confidence to a teacher with high confidence) benefited more from an infusion of technology than students in a downward trajectory (i.e., those who moved from a high- to a low-confidence teacher). Teacher efficacy variables explained 7%-9% of the student outcome variance. The effect of teacher efficacy on student outcomes was stronger when district in-service training was differentiated for individuals, distributed throughout the implementation period, established in-school networks, and was complemented by support focused on instructional rather than hardware issues.
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