Empowering Education: Unleashing Teacher Self-Efficacy in Harnessing Instructional Technologies for Elementary-Level Students with Hearing Impairment

Abstract

Purpose: The primary aim of this descriptive study was to assess the self-efficacy of teachers working with hearing-impaired students at the elementary level in utilizing instructional technologies.
 Design/Methodology/Approach: This survey-based research was conducted among hearing-impaired teachers in the Punjab Province. A sample of 124 teachers was randomly selected. The data collection tool employed was a questionnaire consisting of four and five-point Likert scale items. Data collection was performed through personal interviews, telephone interviews, and Google Forms. The study utilized both descriptive and inferential statistics, employing SPSS for data analysis. The research framework included components related to teacher self-efficacy in instructional technology, the variety of technologies employed in the classroom, factors influencing self-efficacy, and sources of self-efficacy.
 Findings: The study's results revealed that special education teachers' self-efficacy in utilizing instructional technologies was positively associated with their years of experience in teaching hearing-impaired students, the availability of technical support, and the frequency of technology use.
 Implications/Originality/Value: These findings carry significant practical implications. They suggest that improving professional development opportunities and providing adequate technical support can enhance the self-efficacy of special education teachers in using instructional technologies to benefit students with hearing impairments. This, in turn, may contribute to enhancing the overall quality of special education services for students with hearing impairments.