Abstract
The integration of Information and Communication Technologies (ICT) in educational practice has been the focus of scientific research in a number of studies. Some researchers have argued that this integration will make ICT an additional educational tool ('traditional research'), while some others have begun to explore individual beliefs that teachers hold about this subject ('more recent research'). Drawing on psychological issues, the present study is based on the findings of extensive research into the individual and psychological factors that may affect teachers' performance in the implementation of an 'in-service programme on ICT' in education. The study explores the relationships between Computer Self-Efficacy (CSE), Locus of Control (LoC) and professional development of secondary education teachers. Using data from 271 in-service secondary education teachers' undergoing training, the findings indicate that there is a significant correlation between the variables: Internal/External LoC, CSE and Occupational Values (OccV). Proposals for further academic research are discussed in order to investigate more psychological factors and perceptions of ICT applications in educational practice.
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