Expectancy-value Theory as a Framework for Investigating Secondary School Teachers’ Attitudes towards the Transformative Use of ICT in Teaching in Ghana

Abstract

The purpose of this study is to explore the attitudes toward the pedagogical use of ICT among secondary school teachers using expectancy-value theory. A sample of 376 secondary school teachers was investigated for their computer attitudes. The results of this study revealed no gender, school type, or school location differences among secondary school teachers. Correlation analyses revealed significant positive correlation between value and expectancy, and pedagogical use of ICT. However, there was significant negative correlation between pedagogical use of ICT and cost. Multiple regression analyses showed that perceived cost and expectancy were the most important factors accounted for teachers' computer use. However, perceived value did not significantly contribute to teachers' use of ICT. This substantiates an earlier result that though most teachers recognize the value and benefits of computers in teaching and learning process, majority do not integrate ICT into their teaching (OTA 1995). Therefore, teachers need to be informed of the usefulness of technology as a tool to complement and enhance teaching in classrooms. The findings from this study will contribute to the understanding of teachers' beliefs and attitudes toward pedagogical use of ICT in low technology environment.