The Impact of Educational Technologies on University Teachers’ Self-efficacy

Abstract

The teaching profession is always evolving. Teachers have to upgrade their knowledge and skills to be in line with students’ and employers’ needs. The challenges teachers are facing are the continuously changing conditions of the teaching process and technological innovations. Unsuccessful and numerous attempts to overcome these challenges negatively affect teachers’ self-efficacy. The purpose of the study was to investigate the impact of educational technologies on university teachers’ self-efficacy level changes using quantitative (pre and post-self-efficacy test) and qualitative (peer-observation, interviews) research methods. The study involved 60 in-service ESP teachers with different length of teaching experience. Teachers were exposed to a short practical course on technologies integration into the teaching process, and after that, they had to demonstrate the practical application of the knowledge obtained. The findings showed that educational technologies integration had positive influence on four components of teachers’ self-efficacy: classroom management, instruction strategies design, students’ engagement and technologies integration. During the course delivery, we dealt with two problems: computer anxiety (senior teachers), as well as technology and pedagogical content knowledge framework (novice teachers).  https://doi.org/10.26803/ijlter.19.6.1 9