Abstract
This study investigated the relationship among several predictors that could influence high school teachers’ attitudes and self-efficacy in utilizing ICT, such as length of computer use, computer competencies, computer access, computer training, and frequency of using computer programs. Quantitative study through descriptive and correlational design has been used to answer the hypothesis of this study. A total of 345 active high school teachers participated in this study. The correlational person product moment shows that all of the computer-related variables have a positive relationship with attitude and self-efficacy, although the relationships vary from low (p < 0.05) to high (p < 0.01). Hierarchical analysis showed that the predictors of attitude included computer competencies, computer access, training in computer, and level of using computer’s program/apps variables; meanwhile, computer competencies, training in computer, and level of using computer’s program/apps become good predictors of self-efficacy. This finding suggests that teachers should frequently access the computer and its app, have competency in using the computer, and have training or professional development in computer for improving teachers' attitudes and self-efficacy in utilizing and implementing ICT for the learning process.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Avoid common mistakes on your manuscript.
Introduction
The influence of the rapid development of information, and communications technology (ICT) in education could not be avoided. The global demand requires the world of education to always and constantly adjust ICT developments to efforts in improving the quality of education, especially in the learning process (Ghavifekr and Rosdy 2015; McKnight et al. 2016). ICT has brought a lot of potential for educational change. Teaching has become easier and more meaningful for students with the incorporation of ICT (Chai et al. 2011; Ottenbreit-Leftwich et al. 2012). A lot of studies have found that the integration of ICT in education could enhance education quality worldwide (Rodríguez et al. 2012; Khan 2015; Shen and Ho 2020). With the advancement of technologies, schooling could be done anywhere and anytime virtually (Rubens et al. 2014); teachers could differentiate learning instructions and create student-centered learning (Means 2010), and promote active learning which eventually improves students’ creativity, critical thinking, and collaboration as opposed to transmitting facts and skills to students (Gadanidis and Geiger 2010; Blasco-Arcas et al. 2013).
The importance of using ICT as a support for learning activities is a concern for the Indonesian government. Indonesian education has recognized the importance of ICT education since 1976. During that year, a team for ICT education or Teknologi Komunikasi untuk Pendidikan dan Kebudayaan (TKPK) was formed (Pustekkom 2015). Since 1978, Pusat Teknologi Informasi dan Komunikasi Pendidikan dan Kebudayaan (Pustekkom) or Center of Information and Communication Technology (ICT) for Education and Culture has been managing ICT in education for schools and universities in Indonesia. Nowadays, Pustekkom provides several ICT features that are utilized as learning media as well as the center of learning media development itself. Integrating ICT in education in Indonesia is very useful. This has been proven by some previous study, such as students who have positive innovative attitudes in learning to use ICT have good learning outcomes (Hussain 2018), and ICT could be an effective supplementary material (Al-Munawwarah 2015).
ICT was first implemented in the Indonesian curriculum in 2004, known as the 2004 Curriculum or Kurikulum Berbasis Kompetensi (KBK) or Competency Based Curriculum (Indonesian Department of National Education 2003). The application of ICT continues to the 2006 Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) or Education Unit Level Curriculum. Every high school, whether junior or senior high school, applies special ICT lessons (National Education Standards Agency 2006). However, in the recent curriculum 2013 or K-13 curriculum, ICT subjects were abolished. The elimination of ICT subjects does not mean eliminating ICT, but the Indonesian government through the ministry of education wants every subject to utilize and integrate ICT into learning so that teachers can optimize ICT resources inside and outside the classroom. The regulation of the Indonesian Ministry of Education and Culture (2015) explains the function of integration of ICT in learning is to develop learning resources and learning media, learning preparation, learning processes, learning assessment, and reporting of learning outcomes. This means that ICT integration can be applied to the whole learning process to improve its quality. Because of that, teachers in Indonesia are required to integrate ICT into learning, both as learning media, teaching materials, and so on. In addition, teachers are also required to be able to manage their lessons using ICT, such as online student reports, computer-based National Exams, or Computer Based Tests, among many others.
With the demands of the twenty-first century coupled with a number of Indonesian government regulations that require teachers to adapt and use ICT in learning, these teachers must implement it. Apparently, the problem is that the teachers in Indonesia are not from the same generation as there are new (junior) teachers and there are also old (senior) teachers. It may be safe to assume that young teachers do not find difficulty in adapting to the implementation of ICT in education, especially for those who take ICT-specific courses during their pre-service training (Lambert and Gong 2010). Problems arise among senior teachers, whose undergraduate studies have not included ICT in education, making it very strenuous to apply something new. This generation’s difference will certainly be very influential in terms of utilizing ICT in learning.
Several studies have shown that the knowledge and ability of teachers to utilize ICT in education are still comparatively low. For example, research from Admiraal, et al., (2017) found that veteran teachers (50 years and older) had less self-efficacy and attitudes toward the application of ICT in education. Also, a study by Msila (2015) found a lack of teacher readiness in integrating ICT into education, especially among older teachers. In Indonesia, there are several studies related to the lack of knowledge and ability of teachers to utilize ICT in education. Muhaimin, et al., (2019) found that the knowledge and ability of science teachers in implementing ICT in education were low. Suyanto (2017) found the ability of teachers in applicating ICT in education was categorized as moderate.
Teachers are actually required to master the knowledge and apply ICT in education, but in reality, the teachers have difficulty with this (Son et al. 2011). Some previous studies explained ease or not of someone in doing or learning something is caused by several factors including the attitude and self-efficacy of the person (Wood and Bandura 1989; Leach et al. 2001; Prior et al. 2016). Based on this previous study, it is important to investigate the extent to which teachers' attitudes and self-efficacy in utilizing ICT for learning processes.
Teachers’ attitude toward using ICT in education
Attitude theory emerged with the Theory of Reasoned Action (TRA) which was first introduced by Fishbein and Ajzen (Al-Suqri and Al-Kharusi 2015). Attitude has been defined as the amount of affection (feeling) a person feels to accept or reject an object or behavior and is measured by a procedure that places individuals on a two-pole evaluative scale, for example, good or bad; agree or reject, and others (Ajzen and Fishbein 1977; Ajzen 2011). Attitude is also defined as an evaluation of beliefs or positive or negative feelings from someone if they have to do the behavior that will be determined. The Theory of Reasoned Action (TRA) developed by Ajzen and Fishbein (1977) explains the relationship between belief, attitude, intention, and behavior.
The attitude itself applies in various disciplines, be it in economics (Gázquez-Abad et al. 2017); technology (Kim et al. 2009); health (Shekar et al. 2011); and even education (Kleebbua and Siriparp 2016; Marcinkowski and Reid 2019). It is because attitude is one aspect of psychology that affects a person (Olson and Kendrick 2008), and it applies to a teacher as well. Various previous studies also show how the exploration of teachers' attitudes on some aspects, for example, teachers’ attitudes in a new phenomenon or policy, such as teachers’ attitudes toward inclusion practices and special needs students (Ross-Hill 2009; Hornstra et al. 2010), inclusive education (Savolainen et al. 2012; Yada and Savolainen 2017), implementation of instructional innovation (Tabata and Johnsrud 2008; Nie et al. 2013), distance education (Tabata and Johnsrud 2008); professional development (Aalderen-Smeets and Walma van der Molen 2015) and others.
Drent and Meelissen (2008) provided evidence to suggest that the attitudes of teachers are directly related to ICT use innovatively in the classroom. This study explored obstructing and stimulating factors that influence teachers' willingness to use ICT in an innovative way. This study was a longitudinal study that utilized data through the ICT-monitor on the implementation of ICT in the Netherlands in primary, secondary, vocational, and teacher education. This study also involved 210 primary teachers to support the research data. The finding of this study revealed that one of the factors that influenced teachers to use ICT innovatively during the learning process was teachers' ICT attitude. It implies that teachers tend to use ICT innovatively for learning activities if they have a good attitude toward ICT. Afterward, there is another study by Ahmed et al., (2020) explored teachers' attitudes toward Using ICTs in the EFL context. This study involved 81 EFL teachers, where the finding of the study explains that teachers possessed positive attitudes toward using ICTs in teaching as they believe that ICT has benefited and is effective for learning, facilitate learning and teaching, motivate students, save time and effort, and develop students' language skills. Gaining an appreciation of the teachers’ attitudes towards ICT use may provide useful insights into technology integration and acceptance and usage of technology in teaching and learning (Teo 2008). Furthermore, there was a study by Selwyn (1997) that raises the theme of teacher attitudes toward using ICT in the learning process. This study takes four variables that are considered to be components making up attitudes towards computer use, such as affective, perceived usefulness, perceived control, and behavioral intention components.
Teachers’ self-efficacy toward using ICT in education
Self-efficacy is a theory developed by Albert Bandura and began to be known in the 1980s. Self-efficacy has been defined as the individuals’ judgments of their abilities to complete specified tasks or to execute certain and conditioned courses of behaviors (Bandura 2010). Self-efficacy is related to self-confidence to have the ability to take the expected action. Self-efficacy is a self-assessment, of whether one can do good or bad actions, right or wrong, and can or cannot do as required. Self-efficacy is a construct proposed by Bandura based on social cognitive theory. In his theory, Bandura states that human activity is a reciprocal relationship between individuals, the environment, and behavior (triadic reciprocal causation). Furthermore, according to Bandura (Feist and Feist 2008), self-efficacy can be developed through four things, such as mastery experience, vicarious experience, verbal persuasion, and physiological and affective state.
Self-efficacy in its application could be applied to measure the efficacy of a person in utilizing something in his field or expert in (Bandura 2012), for example, the efficacy of doctors in dealing with prescribing (Ryan et al. 2013); auditors in terms of auditing (Su, et al. 2016); and so on. Likewise, in the aspect of education, self-efficacy could be applied to both teachers (Klassen and Tze 2014) and students (Joët et al. 2011). For the teachers, self-efficacy could be applied in teaching the subjects, such as self-efficacy in teaching science for science teachers (Velthuis et al. 2014) and for elementary teachers (Al Sultan 2020), teaching math for the math teachers (Chang 2015; Takunyaci 2021)., and teaching primary students for the elementary teachers (Menon and Sadler 2016), and so on. Not limited to that, self-efficacy could also be applied to teachers in terms of the efficacy of a teacher utilizing existing learning resources or media (Annetta et al. 2013); instructional design (Kohen et al. 2022); student management (Martin, et al. 2012; Shoulders and Krei 2015); and classroom management (Abu-Tineh et al. 2011; Shoulders and Krei 2015; Potter 2021). In the current technological era, it could be related to the efficacy of teachers in the use of ICT in learning.
Teachers' self-efficacy in using ICT in education refers to a teacher's belief in knowing and utilizing ICT in Education. This confidence could be measured by giving a questionnaire in the self-assessment form of self-efficacy in education (Guo et al. 2011; Brigido et al. 2013). Related with teachers' self-efficacy in using technology several studies have been conducted, such as self-efficacy with integration of web 2.0 (Pan and Franklin 2011; intended uses or integration of technology (Teo 2009; Lee and Lee 2014); and pedagogical uses of technology (Curts et al. 2008). Meanwhile, current study is more inclined to the study conducted by Wang et al. (2004), wherein, Wang as the first researcher developed a questionnaire that focuses on measuring teachers’ self-efficacy in using ICT. In their study, they analyzed 280 pre-service teachers' self-efficacy in technology integration focusing on two aspects, such as vicarious experiences and goal setting. They found vicarious experiences have a strong impact on the success of teachers in technology integration regardless of whether they have a goal setting or not. This current study has a tendency toward the study conducted by Wang et al. (2004), where we used the questionnaire that has been developed by them.
High school teachers’ attitude and self-efficacy of using ICT
In this study, the target is high school teachers. Several studies have shown high school teachers' attitudes toward the use of technology in learning. High school teachers who possess positive attitude in ICT tends to use the ICT in learning process (Salleh and Laxman 2014), as well as in using particular technology such as digital learning environment (Pynoo et al. 2011); interactive whiteboard (Isman, et al 2012). Jimoyiannis and Komis (2006) explore high school teachers' attitudes toward ICT adoption in education, finding that teachers have a positive attitude towards the use of ICT in learning, especially in three ways: the importance of their training on ICT, the general role that ICT can play in education, and the application of ICT tools in the instruction process.
Mustafina (2016) found that most high school teachers possess a positive attitude toward using ICT due to the benefits provided by technology, such as distance learning and visualization of the content. Apart from that, Mustafina also found that high school teachers who have a positive attitude toward technology tend to influence students' academic motivation. A relatively similar study was conducted by Isman et al. (2012), which focuses on a particular technology that is using interactive whiteboards in learning, has found several reasons for the importance of the use of technology by high school teachers, such as, it can be a role in devolving the students' academic performance, and professional development as well as their need to keep up with technological innovations. In addition, some previous studies show that high school teacher attitudes toward using technology are correlated with several variables, including gender, specialty, and teaching experience (Jimoyiannis and Komis 2006); age, teaching experience, school location, ICT training, and duration of training (Zyad 2016). However, another study by Semerci and Aydin (2018) showed no significant difference in high school teachers' attitudes toward ICT by their gender, age, teaching experience, ICT experience, ICT skills, and ICT training.
Furthermore, related to teachers' self-efficacy in using technology, there are several studies that directly investigate the level of high school teacher self-efficacy in utilizing technology for the learning process (Igwebuike et al. 2014; Kazu, and Kurtoğlu 2022; Simsek, and Yazar 2017). For example, a study by Simsek and Yazar (2017), found that high school teachers have high self-efficacy toward technology. In this study, using the instrument they developed themselves, Educational Technology Standards Self-Efficacy (ETSSE) (Simsek and Yazar 2016), it was found that high school teachers had a high level of agreement on all components of the ETSSE scale, such as educational technology could facilitate and inspire student learning and creativity, design and develop digital age learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility, and engage in professional growth and leadership.
High school teachers' self-efficacy in using technology in learning was found to be correlated with several variables and could be influenced by these variables. Several variables can influence high school teachers' self-efficacy in using technology such as general self-efficacy, subject area, prior experience in computer and software use (Paraskeva, et al. 2008); gender (Buabeng-Andoh 2015); ICT infrastructure (Kundu, et al. 2020). In addition, Kundu et al., (2020) indicated three factors of ICT infrastructure that could influence teachers' self-efficacy in using ICT, including teachers' training activities, ICT equipment, and school management. Igwebuike et al. (2014) found in their study that focused on high school teachers' self-efficacy in using technology, several things need to be considered when teachers have low self-efficacy, such as the lack of someone else to help, need adequate time, and facility assistance.
Present study
Attitude and self-efficacy can have big influence on the use and utilization of technology by teachers and prospective teachers (Teo 2010; Holden and Rada 2011; Celik and Yesilyurt 2013; Lemon and Garvis 2016). If the teacher maintains a good attitude or perception toward integrating ICT into education, then the teacher finds it easier to apply (Singh and Chan 2014). Likewise, if a teacher is efficacious towards ICT in education, then the teacher tends to easily understand and apply ICT in education (Robertson and Al-Zahrani 2012).
Interestingly, several studies also have been found discussing the relationship between some variables related to computer technology toward teachers’ attitudes and self-efficacy in using ICT. Attitude in using computer has been found to have a relationship with several variables including years of computer use and level of computer confidence (Teo 2008); level in use ICT or computer technology (Al-Zaidiyeen et al. 2010); computer attributes, culture, and computer access (Capan 2012); subject domain and has personal computer (Teo 2006); self-efficacy (Lee and Tsai 2010); level of computer competences (Albirini 2006; Capan 2012); teacher training (Li et al. 2019); and computer anxiety (Celik and Yesilyurt 2013).
Furthermore, there are some computer technology related variables which has found to have good impact on self-efficacy in using ICT or computer technology, such as computer experience (Topkaya 2010; Paraskeva et al. 2008; Robertson and Al-Zahrani 2012), frequency of use and possessing a computer (Topkaya 2010); teaching experience in integrating technology (Han et al. 2017; Lailiyah and Cahyono 2017); computer anxiety (Celik and Yesilyurt 2013); self-esteem and computer training (Paraskeva et al. 2008); professional development academy on technology skills / computer skills (Brinkerhoff 2006); computer access and computer qualification (Robertson and Al-Zahrani 2012).
Inspired by these theories and previous studies, the present study was anchored on the concepts presented above. This study was point out the theory of teachers’ attitude in using ICT includes, affective, perceived usefulness, perceived control and behavioral intention component; and the theory of self-efficacy in using ICT for learning. Meanwhile, for the predictor variables, the researcher limited and focused only on a few variables, such as length of computer use (Teo 2008), computer competencies (Albirini 2006; Capan 2012), computer access (Capan 2012), computer training (Li et al. 2019), and frequency of using computer programs (Al-Zaidiyeen et al. 2010) identified as independent variables. Table 1 describes the previous study which connected the dependent and independent variables. Therefore, the researchers were motivated to conduct the study about the relationship among those predictor variables toward teachers’ attitude and self-efficacy in utilizing ICT. Lastly, Researchers also look at which variables could be predictors of attitude and self-efficacy in using ICT. The framework of this study is shown in Fig. 1.
-
H1—Predictor variables such as length of computer use, computer competences, computer access, computer training and frequency of using computer program predict teacher’s self-efficacy in using computer.
-
H2—Predictor variables such as length of computer use, computer competences, computer access, computer training and frequency of using computer program predict teacher’s attitude toward computer.
-
H3—There is a positive correlation between teacher’s self-efficacy and teacher’s attitude on utilizing computer for learning process.
Methods
Research design
The descriptive and correlation research designs were employed in the current study. Descriptive research generally concerns with the conditions for relationships that exist, practices that are established, processes that exert no effort, and trends that are developing (Creswell 2003). Descriptive research is often used as a precursor to quantitative research designs, the general overview giving some valuable pointers as to what variables are worth testing quantitatively. Correlation research is concerned with establishing relationships between two or more variables in the same population or between the same variables in two populations (Leedy and Ormrod 2005). In this study, descriptive design was used to describe the socio-demographic teachers, their profile related to computer technology variables, and their attitude and self-efficacy toward computer technology. Meanwhile, correlational design was used to explore the relationship between predictor variables toward teachers’ attitudes and self-efficacy toward computer technology.
Participants
Using survey method and simple random sampling technique, a total of 345 in-service teachers participated in this study. In this study, all teachers from public junior and senior high school in Jambi City, from all subject categorized as the population of this study. In this study, the selected schools have good accreditation where these schools have good ICT standards as well. Table 2 presents the relevant profile of the participants. For the subject taught, researchers divide into several sections based on the lessons taught by each respondent and are also classified as relevant and applicable in Indonesia. Furthermore, survey shows that mostly respondents were used computer in interval years between six to ten years (44.35%), have moderate competence (75.10%), have habit two or three time in using computer for a week (28.70%), do not have training and course in using computer during pre/in-service teacher (49.27%), and have habit once a week in access several computer apps that provided (41.16%).
Instruments
In this study, there are three parts of instrumentation that have been administered. Part I contains the questionnaire of attitudes toward computer questionnaire which has developed by Selwyn (1997), and this current study adopted that scale. In this questionnaire, there are 25 items which divided into four dimensions, such as: affective component (six items), perceived usefulness component (five items), perceived control component (six items), behavioral intention component (four items).
Part II includes 16 items regarding teachers’ self-efficacy in utilizing computer used a Computer Technology Integration Survey (CTIS) scale developed by Wang et al. (2004). The teachers have been to answer the questions which regarding to possibly affecting their self-efficacy in integrating computer into the learning process. The questions of both scale, part I and part II, answered through five interval scale such as, 1—Strongly Disagree, 2—Disagree, 3—Neutral, 4—Agree, 5— Strongly Agree. Table 3 presents the reliability of research instruments related to attitude and self-efficacy based on Cronbach’s alpha coefficient.
Part III deal with the predictor variables such as: length of computer use, computer competences, computer access, computer training during pre-service and in-service, and level of frequency of using a computer program or application. Some variables have been adopted from Albirini (2006) such as computer competence and computer access meanwhile training in using computer, meanwhile length of computer use and level of frequency of using computer program/application have been added by researcher based on some previous studies (see Table 4). To get length of computer use, the researcher asks a question in the form of how long the respondents have used the computer (in year/s). After that, related with competency, researchers asked the respondents with self-assessment toward themselves how expert them in doing some activity related with computer, such as install new software on a computer, use a printer, and etc. (in four scale such as 1—no competence, 2—little competence, 3—moderate competence, and 4—high competence). Computer access was used to look at how often the teachers use computers, such as at home, or at school, with five option scale, such as 1—never used, 2—once a month, 3—once a week, 4–2 or 3 times a week, and 5—daily. For the training in using computers, researchers asked the teachers whether they have computer course/training during their college program or after they become professional teachers. Lastly, the level of frequency of using computer programs/applications was used to look at how often teachers use computer apps/programs, like word processing (e.g., M.S Word), spreadsheets (e.g., Ms. Excel), and others (obtain through the five scale option, such as 1—never used, 2—once a month, 3—once a week, 4—2 or 3 times a week, and 5—daily).
Table 4 shows the instruments related to the predictor variables distributed to participants.
Data analysis
Descriptive statistics such as frequency, percentages, mean, and standard deviation were used to analyze the data regarding the profile of the respondents, their attitude toward ICT, their self-efficacy in integrating ICT, and the predictor variables. Moreover, the Pearson product-moment correlation was employed to test the relationship between predictor variables toward teachers’ attitude and self-efficacy in using ICT. Series of hierarchical regression analyses were performed to determine if the predictor variables predict teachers’ attitude and self-efficacy in using ICT, controlling for sex (Sieverding and Koch 2009; Alam and Halder 2017) and high school level (Koh et al. 2010).
Results
In this part the quantitative results which were obtained from predictor ariables questionnaire, Attitude Scale, and Self-Efficacy Scale are presented. This part showed the results obtained such as, description of teachers’ attitude and self-efficacy toward computer technology; correlation between predictor variables, attitude, and self-efficacy; hierarchical regression analysis of predictor variables toward attitude; and hierarchical regression analysis of predictor variables toward self-efficacy.
Description of teachers’ attitude and self-efficacy toward computer technology
Table 5 shows teachers’ attitude in using computer technology with overall mean is x̅ = 3.67 (SD = 0.42), which is categorized as “very good.” It is also made clear by the four indicator such as affective, perceived usefulness, perceived control and behavioral intention components that get the “very good” category, followed by 17 items get “very good” category, 3 items get “good” category, and 1 statement gets the "excellent" category. One statement that gets an excellent category is “Computers help me to organize my work better,” with mean x̅ = 4.21, SD = 0.87. From this statement, we can draw the conclusion that most teachers are greatly helped by the existence of computers, where the teachers assume that computers will greatly facilitate their work as teachers.
Furthermore. Statement that get lowest mean is “I don't need someone to tell me the best way to use a computer” (x̅ = 3.18, and SD = 0.98). From this statement, it can be concluded that most teachers do not like being given input in using computers, whereas if someone is willing to accept input from others of course, it will be very good to be heard, wherewith the input his performance can be get increased (Joeng and Turner 2015). This also applies to the use of computer technology by the teacher, where if they wants to receive and apply input by others who understand the computer, it can improve their quality in using the computer.
Based on Table 6, it found that the overall mean of the teachers’ self-efficacy toward computer technology is x̅ = 3.65 (SD = 0.45), which is categorized as “very good,” This is also made clear by the sixteen statements that received the “very good” category. Of the sixteen statements, there is item that get the highest mean, item number 2, with the statement, “I feel confident that I have the skills necessary to use the computer for instruction” (x̅ = 3.88, SD = 0.83). And the item that get the lowest mean, such as item number 5 with the statement “I feel confident that I can use correct computer terminology when directing students' computer use,” with a mean of x̅ = 3.42 and SD = 0.83. Nevertheless, it is still categorized as very good. It is known that most respondents felt confident that their abilities and strategies in utilizing computer technology in learning. It is very good for teachers, where utilizing technology especially computers in learning is very important, it can facilitate the work of teachers in delivering the lesson to the students (Wright and Wilson 2005). Teachers who can use computers or other technologies very skillfully will certainly have a good learning process, in this way expected to achieve optimal learning outcomes.
Correlation analysis between predictor variables, attitude, and self-efficacy
Pearson product-moment correlation (Table 7) was used to look at how the relationship between teachers' computer-related variables such as length of computer use, computer competencies, computer access, training in computers, and level of frequency of using computer program/application; toward teachers’ attitude and self-efficacy in utilizing computers. Furthermore, the Pearson product-moment also showed the result of the relationship between teachers’ attitudes and teachers’ self-efficacy in using computers.
Pearson correlation (Table 7) shows that all of the predictor variables are positively related to all the components of attitude: length of computer use (r = 0.13–0.34), computer competence (r = 0.33–0.46), computer access (r = 0.26–0.45), training in computer (r = 0.12–0.32), and level of using computers program (r = 0.31–0.52). Similarly, the predictor variables are all positively related to self-efficacy (r = 0.13–0.49). Finally, all the components of attitude are positively related to self-efficacy (r = 0.40–0.58).
Predictor variables of attitude towards computer
Hierarchical regression analysis in Table 8 shows that about 6.1% of the variances in teachers’ attitude toward computer was explained or accounted for by sex and high school level (Model 1). Male teachers (t = 2.563) and those teaching in junior high school (t = − 4.07) tend to have a favorable attitude toward ICT use. Meanwhile, Model 2 accounts for about 46.2% of the variance in teachers’ attitudes toward computer. Controlling for sex and school level, the result shows that teachers with higher levels of computer competencies (t = 2.513), more frequent computer access (t = 4.735), more training in computers (t = 3.592) and use computer applications more often (t = 3.592) are more likely to have a favorable attitude in using ICT.
Predictor variables of self-efficacy in using ICT
Results show that Model 1 is not significant. Meanwhile, Model 2 accounts for about 35.7% of the variance in teacher’s self-efficacy in using ICT. Computer competences (t = 4.392), training in computer (t = 4.298) and level of using computer program (t = 6.415) are positive predictors of self-efficacy in ICT use (Table 9).
Discussion and conclusion
In this study, our focus was to look at factors that could influence high school teachers' attitudes and self-efficacy in using ICT. However, before we discuss in more detail the variables that can affect teachers' attitudes and self-efficacy, we explore quantitatively how teachers' attitudes and self-efficacy themselves were based on the questionnaire used. First, the findings show that teachers, on average, have a highly positive attitude toward the use of ICT in learning. This finding is not much different from several studies which found that teachers have positive attitudes toward the use of ICT (Mwila 2018; Ndibalema 2014; Sánchez et al. 2012; Semerci and Aydin 2018; Tezci 2010). In Indonesia, several studies have tried to explore how teachers have an attitude toward the use of technology in learning. Haryanto (2021), in his study exploring English teachers' attitudes toward using ICT, found that teachers have a positive attitude toward the use of ICT. Following that, a recent study report by Subekti and Kurniawati (2022) investigated English teachers' attitudes toward the use of technology during the COVID-19 outbreak. Their study found that, generally, English teachers have positive attitudes toward the use of technology in English online classes. However, they found that there were ambivalent attitudes among the teachers toward ICT during online classes, where more than half of the participants felt they failed to use technology and did not believe that technology made their classes more effective.
Second, the findings also revealed that high school teachers have a high level of self-efficacy toward the use of ICT. This finding is consistent with previous research on teachers' self-efficacy toward technology (Durak 2021; Giles and Kent 2016; Šabić et al. 2022; Simsek and Yazar 2017; Yalcin et al. 2011). However, only a study by Simsek and Yazar (2017) directly describes high school teachers' self-efficacy toward technology, while the others focus less on high school teachers. Furthermore, there were few studies related to teachers' self-efficacy toward the utilization of ICT in Indonesia. Yet, none of those studies have directly looked at the self-efficacy of high school teachers toward the use of ICT. For example, Lailiyah and Cahyono (2017) found that teachers' self-efficacy toward technology was in the “good” remark category, and the results of the study showed that the level of teachers' self-efficacy was slightly lower than our study. However, their study focused more on English Foreign Language (EFL) teachers. After that, another study by Ekawati et al. (2021), which focused on teachers' self-efficacy towards web-based professional development practices, found that the majority of the participants had a high level of self-efficacy. However, the participants of their study were teachers that taught a specific subject and included all levels of teachers, such as elementary, junior high, and senior high school teachers.
Furthermore, regarding the investigation of the relationship among the predictor variables such as length of computer use, computer competences, computer access, computer training, and frequency of using computer program, with teachers’ attitude and self-efficacy in utilizing ICT. Based on the findings, length of computer use had a positive relationship to all components of attitude, and self-efficacy. This indicates that teachers who experience using computer longer have higher attitude and self-efficacy in using ICT for learning process, similar to the findings of Teo (2006) on attitude and Teo (2008) on self-efficacy. Better attitude and self-efficacy could be due to the habits that the person has developed so that the use of the computer becomes very familiar and they reached peak level in utilizing computer technology resources (Eret and Ok 2014).
Computer competencies also have a positive relationship with the four components of attitude and self-efficacy. This indicates that respondents who have a high level of competence in the use of computers have favorable attitudes and high self-efficacy towards computer technology, similar to the findings of Albirini (2006) and Shih (2006). Furthermore, computer access is positively related to attitude and self-efficacy. Teachers who frequently access computers have favorable attitudes and self-efficacy toward utilizing computer technology and ICT in the learning process. This finding supports the study of Brinkerhoff (2006), indicating that the more often teachers access the computer be it at home, at school or any other place, their attitudes and self-efficacy towards the computer technology is higher. Frequent access to computers and other IT technology makes teachers accustomed to operating the technology and applications that exist in that technology. By frequently accessing computer technology (Graham et al. 2009; Dange 2010), teachers will have a high level of confidence and optimism in using any technology, which can also have an impact on the attitude and self-efficacy of the teacher in utilizing ICT and computer technology for learning processes. In addition, Victor et al. (2020) explained that computer competency needs to be obtained along with changes in technology and time. And there is improvement in technology over time that require teachers to accept and adopt.
The Finding also shows that teachers’ training/courses in computers during pre-service and in-service programs are positively correlated with attitude and self-efficacy. Teachers who had computer training either in undergraduate programs or in-service programs tend to have a good attitude and self-efficacy toward utilizing computer technology in the learning process. A previous study by Albirini (2006), also revealed that participants in his study who have professional training in computer or ICT tend to have good confidence or self-efficacy in using computers or other technology. Lack of training or exercise affects a person's confidence and self-efficacy in doing or using a computer, whereas someone who has a lack of training tends to have less confidence and self-efficacy in using computers (Hiğde et al. 2014).
Lastly, the findings show that the level of frequency of using computer programs or applications is positively related to attitude and self-efficacy, which indicated that the respondents who often use applications or programs on a computer were more likely to report higher scores in attitude and self-efficacy toward computer technology. Teo (2006) with his study has found that teachers who often use computer applications tend to get a high score in attitude and self-efficacy toward the computer. This finding is closely related to a person's habits, preferences, and frequency in repeating something, including using computers and applications therein. Someone who is accustomed to or has good habits in using something tends to have good self-efficacy towards something that is used (Wang et al. 2013), which in this finding related to the use of computers and computer applications by teachers.
Predictor variables of teachers’ attitude in using computer technology
Computer competences, computer access, training/course in computer during pre-service and in-service and level of frequency of using computer program/application are positive predictors of teacher’s attitude in using computer technology, which indicates, the teacher who has good computer competences, often access computer, has computer training/course and often utilize various applications or programs on the computer tend to exhibit higher attitude toward utilizing computer technology in the learning process.
Computer access and level of frequency of using computer programs/applications could be influenced by habits, where if someone is accustomed to doing something, in this case, respondents who have good competence towards computer use, tend to have good attitudes towards computer utilization, especially in learning (Mackare and Jansone 2018). Albirini (2006). Meanwhile, the current study corroborates the study by Torkzadeh and Van Dyke (2002) that respondents who had training in computers tended to have good attitudes toward computer or ICT utilization.
Predictor variables of teachers’ self-efficacy in using computer technology
Findings showed that computer competencies, training in computers, and level of using computer programs or applications, are positive predictors of teachers’ self-efficacy in using computers. It indicates that teachers who have high computer competencies, had taken undergraduate programs for related ICT and ICT training during in-service teachers, and often use applications/programs on computers tend to be more efficacious in using computers for the learning process. These findings are the same as those obtained by research conducted by Shih (2006) which found that computer competence is a good predictor of self-efficacy in using the computer. In terms of training, someone who has taken a computer-related course is accustomed to and can use a computer compared to someone who has no computer or ICT-related subjects during his bachelor’s degree. This also applies to someone who has attended a training program in using computers or ICT, which person is accustomed to using computers or ICT (Karagiorgi and Charalambous 2006), which can result in the person having good self-efficacy in computer use. Finally, respondents who frequently use various applications or programs on the computer tend to get a higher score in self-efficacy in using the computer. If someone is accustomed to doing something, then he would perceive that doing it is easy and successful (Brinkerhoff 2006).
Limitations and recommendation
In summary, the results of this study could be useful for the related department, policymaker, principal, or even the teachers themselves, in knowing and refining from computer-related variables including length of computer use, computer competencies, computer access, computer training, and frequency of using computer programs, as well as teachers' attitude and self-efficacy in utilizing ICT for the learning process. However, to get maximum results and in-depth analysis, further research is needed. This study is only limited to self-report measures of attitude and self-efficacy. Further studies could examine actual knowledge and skills in ICT application/integration. As perceptions are prone to measurement biases, a competency-based assessment could be adopted to measure if positive attitude and high levels of self-efficacy can influence skills, which are more observable and valid evidence of ICT application. The study is limited to one city, such as Jambi City, the capital city of Jambi Province, which means it is limited only to an urban area. Further study can include in-service teachers in suburban and rural areas, as well as further study, may have more comprehensive that include many cities or districts.
Conclusion
This study focused on determining from some variables such as length of computer use, computer competencies, computer access, computer training, and frequency of using computer programs, as predictors or not of teachers’ attitude and self-efficacy in utilizing ICT for their learning process. The finding shows the predictor variables had a significant and positive relationship with all four components of teachers’ attitudes as well as teachers’ self-efficacy. Related to predictors of teachers’ attitudes in using ICT, computer competencies, computer access, training in computers, and level of using computer programs has found as good predictors of teachers’ attitudes, meanwhile, for teachers’ self-efficacy only computer competencies, training in computer, and level of using computer program/apps which found as good predictors. The findings that have been obtained in this study has a good impact on knowing how the teachers’ attitude and self-efficacy in utilizing ICT and it might be useful input for the relevant department, policymaker, school principal, teachers themselves, and other. This input could be used to improve the implementation of ICT in the learning process by the teachers with relevant strategies, such as add more training or professional development in using ICT, improve the ICT facilities at school, and ICT must be continued and further applied by teachers in the learning process in schools.
Data availability
The authors provide access to data for any who are interested in this study. Kindly contact the corresponding author for data transparency and availability.
References
Abu-Tineh AM, Khasawneh SA, Khalaileh HA (2011) Teacher self-efficacy and classroom management styles in Jordanian schools. Manag Educ 25(4):175–181. https://doi.org/10.1177/0892020611420597
Admiraal W, Louws M, Lockhorst D, Paas T, Buynsters M, Cviko A, Janssen C, de Jonge M, Nouwens S, Post L, van der Ven F, Kester L (2017) Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Comput Educ 114:57–68. https://doi.org/10.1016/j.compedu.2017.06.013
Ahmed, S. T. S., Qasem, B. T., & Pawar, S. V. (2020). Computer-Assisted Language Instruction in South Yemeni Context: A Study of Teachers' Attitudes, ICT Uses and Challenges. International Journal of Language Education, 4(1), 59–73. https://eric.ed.gov/?id=EJ1249879.
Ajzen I (2011) The theory of planned behaviour: reactions and reflections. Psychol Health 26(9):1113–1127. https://doi.org/10.1080/08870446.2011.613995
Ajzen I, Fishbein M (1977) Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychol Bulletin 84(5):888–918. https://doi.org/10.1037/0033-2909.84.5.888
Al Sultan, A. A. (2020). Investigating preservice elementary teachers’ subject-specific self-efficacy in teaching science. EURASIA Journal of Mathematics, Science and Technology Education, 16(5), em1843. https://doi.org/10.29333/ejmste/7801.
Alam K, Halder UK (2017) Attitude towards the use of ICT in classroom among trainee-teachers. J Edu Develop 7(13):249–257
Albirini A (2006) Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Comput Educ 47(4):373–398. https://doi.org/10.1016/j.compedu.2004.10.013
Alhassan R (2017) Exploring the relationship between Web 2.0 Tools self-efficacy and teachers’ use of these tools in their teaching. J Edu Learn 6(4):217–228
Al-Munawwarah, S. F. (2015). Teachers' Perceptions on The Use of ICT in Indonesian EFL Learning Context. English Review: Journal of English Education, 3(1), 70–80. Retrieved August 1, 2020 from https://core.ac.uk/download/pdf/290570713.pdf.
Al-Suqri, M. N., & Al-Kharusi, R. M. (2015). Ajzen and Fishbein's Theory of Reasoned Action (TRA) (1980). In M. Al-Suqri, & A. Al-Aufi (Ed.), Information Seeking Behavior and Technology Adoption: Theories and Trends (pp. 188–204). IGI Global. http://doi:https://doi.org/10.4018/978-1-4666-8156-9.ch012
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International education studies, 3(2), 211–218. https://files.eric.ed.gov/fulltext/EJ1066020.pdf.
Annetta LA, Frazier WM, Folta E, Holmes S, Lamb R, Cheng MT (2013) Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: The next generation of STEM learning. J Sci Educ Technol 22(1):47–61. https://doi.org/10.1007/s10956-012-9375-y
Bandura A (2012) On the functional properties of perceived self-efficacy revisited. J Manag 38(1):9–44. https://doi.org/10.1177/0149206311410606
Bandura, A. (2010). Self‐efficacy. The Corsini encyclopedia of psychology, 1–3.
Blasco-Arcas L, Buil I, Hernández-Ortega B, Sese FJ (2013) Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Comput Educ 62:102–110. https://doi.org/10.1016/j.compedu.2012.10.019
Brigido M, Borrachero AB, Bermejo ML, Mellado V (2013) Prospective primary teachers’ self-efficacy and emotions in science teaching. Eur J Teach Educ 36(2):200–217. https://doi.org/10.1080/02619768.2012.686993
Brinkerhoff J (2006) Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. J Res Technol Educ 39(1):22–43. https://doi.org/10.1080/15391523.2006.10782471
Buabeng-Andoh C (2015) ICT usage in Ghanaian secondary schools: teachers’ perspectives. Int J Inform Learn Technol. https://doi.org/10.1108/IJILT-09-2015-0022
Capan, S. A. (2012). Teacher attitudes towards computer use in EFL classrooms. Frontiers of language and teaching, 3, 248–254. https://www.academia.edu/download/30465681/28-_Capan__2012.pdf.
Cassady JM (2011) Teachers’ attitudes toward the inclusion of students with autism and emotional behavioral disorder. Elect J Inclusive Educ 2(7):5
Celik V, Yesilyurt E (2013) Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Comput Educ 60(1):148–158. https://doi.org/10.1016/j.compedu.2012.06.008
Chai CS, Koh JHL, Tsai CC, Tan LLW (2011) Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Comput Educ 57(1):1184–1193. https://doi.org/10.1016/j.compedu.2011.01.007
Chang YL (2015) Examining relationships among elementary mathematics teacher efficacy and their students’ mathematics self-efficacy and achievement. Eurasia J Math Sci Technol Educ 11(6):1307–1320
Chen RJ (2010) Investigating models for preservice teachers’ use of technology to support student-centered learning. Comput Educ 55(1):32–42. https://doi.org/10.1016/j.compedu.2009.11.015
Creswell, J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Curts J, Tanguma J, Peña CM (2008) Predictors of Hispanic school teachers’ self-efficacy in the pedagogical uses of technology. Comput Sch 25(1–2):48–63. https://doi.org/10.1080/07380560802157766
Dange, J. K. (2010). Post Graduate Students' Computing Confidence, Computer and Internet Usage at Kuvempu University--An Indian Study. International Journal of Instruction, 3(2). 39–62. https://files.eric.ed.gov/fulltext/ED522913.pdf.
Department of National Education, Indonesia. (2003). Kurikulum 2004 Standar Kompetensi Mata Pelajaran Teknologi Informasi dan Komunikasi Sekolah (Curriculum 2004 Competency Standards for School Information and Communication Technology Subjects). Retrieved August 3, 2020 from https://docplayer.info/31621252-Kurikulum-2004-standar-kompetensi-mata-pelajaran.html.
Drent M, Meelissen M (2008) Which factors obstruct or stimulate teacher educators to use ICT innovatively? Comput Educ 51(1):187–199. https://doi.org/10.1016/j.compedu.2007.05.001
Durak HY (2021) Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interact Learn Environ 29(7):1136–1162. https://doi.org/10.1080/10494820.2019.1619591
Ekawati, A. D., Mulyono, H., Arrummaiza, V. S., Zulaiha, S., & Ningsih, S. K. (2021). Evaluating EFL Teachers’ Self-efficacy and Attitude Towards Web-based Professional Development Practices: A Rasch Analysis. Tesol International Journal, 16(6), 124–141. https://www.elejournals.com/tij-2021/tij-volume-16-issue-6-1-2021/.
Eret E, Ok A (2014) Internet plagiarism in higher education: tendencies, triggering factors and reasons among teacher candidates. Assess Eval High Educ 39(8):1002–1016. https://doi.org/10.1080/02602938.2014.880776
Feist, J., & Feist, G. J. (2008). Theories of Personality. New York City: McGraw Hill Higher Education.
Gadanidis G, Geiger V (2010) A social perspective on technology-enhanced mathematical learning: from collaboration to performance. ZDM Mathematics Education 42(1):91–104. https://doi.org/10.1007/s11858-009-0213-5
Gázquez-Abad JC, Martinez-Lopez FJ, Esteban-Millat I (2017) The role of consumers’ attitude towards economic climate in their reaction to ‘PL-only’assortments: Evidence from the United States and Spain. J Retail Consum Serv 34:340–348. https://doi.org/10.1016/j.jretconser.2016.07.012
Ghavifekr S, Rosdy WAW (2015) Teaching and learning with technology: Effectiveness of ICT integration in schools. Int J Res Educ Sci (IJRES) 1(2):175–191
Giles RM, Kent AM (2016) An investigation of preservice teachers’ self-efficacy for teaching with technology. Asian Education Studies 1(1):32
Graham RC, Burgoyne N, Cantrell P, Smith L, St Clair L, Harris R (2009) Measuring the TPACK confidence of inservice science teachers. TechTrends 53(5):70–79. https://doi.org/10.1007/s11528-009-0328-0
Guo Y, Justice LM, Sawyer B, Tompkins V (2011) Exploring factors related to preschool teachers’ self-efficacy. Teach Teach Educ 27(5):961–968. https://doi.org/10.1016/j.tate.2011.03.008
Han I, Shin WS, Ko Y (2017) The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers Teach 23(7):829–842. https://doi.org/10.1080/13540602.2017.1322057
Haryanto, E. (2021). ICT in Indonesian Public Secondary Schools: EFL Teachers’ Attitude and Problems. Edukasi: Jurnal Pendidikan dan Pengajaran, 8(1), 6–17.
Hiğde E, Uçar MB, Demir C (2014) The investigation of self-efficacy of pre-service science teachers and pre-service physics teachers towards web pedagogical content knowledge regarding internet use habits. Procedia Soc Behav Sci 116:3395–3399. https://doi.org/10.1016/j.sbspro.2014.01.771
Holden H, Rada R (2011) Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. J Res Technol Educ 43(4):343–367. https://doi.org/10.1080/15391523.2011.10782576
Hornstra L, Denessen E, Bakker J, Van Den Bergh L, Voeten M (2010) Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. J Learn Disabil 43(6):515–529. https://doi.org/10.1177/0022219409355479
Hussain, Z. (2018). The effects of ICT-based learning on students’ vocabulary mastery in junior high schools in Bandung. International Journal of Education, 10(2), 149–156. UPI Press. Retrieved August 1, 2020 from https://www.learntechlib.org/p/209017/.
Igwebuike, T. B., Egbro, M. O., Osaide, S. O., & Iyamah, P. C. (2014). Teacher self-efficacy beliefs on the use of an aspect of ICT for secondary school Biology teaching. Research Journal of Science & IT Management, 3(4), 24–28. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=ea6f1b1bd7b1930c470e622f8cf26ff832a7a8b4.
Isman, A., Abanmy, F. A., Hussein, H. B., Saadany, A., & Abdelrahman, M. (2012). Saudi Secondary School Teachers Attitudes' towards using interactive whiteboard in classrooms. Turkish Online Journal of Educational Technology-TOJET, 11(3), 286–296. https://eric.ed.gov/?id=EJ989220.
Jimoyiannis, A., & Komis, V. (2006). Exploring secondary education teachers’ attitudes and beliefs towards ICT adoption in education. THEMES in Education, 7(2), 181–204. http://korinthos.uop.gr/~ajimoyia/files/Jimoyiannis_Komis_2006.pdf.
Joeng JR, Turner SL (2015) Mediators between self-criticism and depression: Fear of compassion, self-compassion, and importance to others. J Couns Psychol 62(3):453. https://doi.org/10.1037/cou0000071
Joët G, Usher EL, Bressoux P (2011) Sources of self-efficacy: An investigation of elementary school students in France. J Educ Psychol 103(3):649–663. https://doi.org/10.1037/a0024048
Karagiorgi Y, Charalambous K (2006) ICT in-service training and school practices: In search for the impact. J Educ Teach 32(4):395–411. https://doi.org/10.1080/02607470600981995
Kazu İY, Kurtoğlu C (2022) An investigation of secondary school teachers’ flipped classroom readiness. South African J Educ 42(1):1–11
Khan SH (2015) Emerging conceptions of ICT-enhanced teaching: Australian TAFE context. Instr Sci 43(6):683–708. https://doi.org/10.1007/s11251-015-9356-7
Kim YJ, Chun JU, Song J (2009) Investigating the role of attitude in technology acceptance from an attitude strength perspective. Int J Inf Manage 29(1):67–77. https://doi.org/10.1016/j.ijinfomgt.2008.01.011
Klassen RM, Tze VM (2014) Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educ Res Rev 12:59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Kleebbua C, Siriparp T (2016) Effects of education and attitude on essential learning outcomes. Procedia Soc Behav Sci 217:941–949. https://doi.org/10.1016/j.sbspro.2016.02.061
Koh JHL, Chai CS, Tsai CC (2010) Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. J Comput Assist Learn 26(6):563–573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
Kohen Z, Amram M, Dagan M, Miranda T (2022) Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interact Learn Environ 30(4):759–778. https://doi.org/10.1080/10494820.2019.1683588
Kundu A, Bej T, Dey KN (2020) An empirical study on the correlation between teacher efficacy and ICT infrastructure. Int J Inform Learn Technol. https://doi.org/10.1108/IJILT-04-2020-0050
Lailiyah M, Cahyono BY (2017) Indonesian EFL Teachers’ Self-Efficacy towards Technology Integration (SETI) and their use of technology in EFL teaching. Stud English Lang Teach 5(2):344–357
Lambert J, Gong Y (2010) 21st century paradigms for pre-service teacher technology preparation. Comput Sch 27(1):54–70. https://doi.org/10.1080/07380560903536272
Leach M, Hennessy M, Fishbein M (2001) Perception of easy–difficult: Attitude or self-efficacy? J Appl Soc Psychol 31(1):1–20. https://doi.org/10.1111/j.1559-1816.2001.tb02478.x
Lee Y, Lee J (2014) Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Comput Educ 73:121–128. https://doi.org/10.1016/j.compedu.2014.01.001
Lee MH, Tsai CC (2010) Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instr Sci 38(1):1–21. https://doi.org/10.1007/s11251-008-9075-4
Leedy, P.D. & Ormrod, J.E. 2005, Practical Research: Planning and Design, 8th edn, Pearson, Upper Saddle River
Lemon N, Garvis S (2016) Pre-service teacher self-efficacy in digital technology. Teachers Teach 22(3):387–408. https://doi.org/10.1080/13540602.2015.1058594
Li Y, Garza V, Keicher A, Popov V (2019) Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technol Knowl Learn 24(3):501–518. https://doi.org/10.1007/s10758-018-9355-2
Mackare, K., & Jansone, A. (2018, May). Habits of using internet and digital devices in education. In Proceedings of the International Scientific Conference. Volume V (Vol. 348, p. 356). http://journals.rta.lv/index.php/SIE/article/view/3248.
Marcinkowski T, Reid A (2019) Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. Environ Educ Res 25(4):459–471. https://doi.org/10.1080/13504622.2019.1634237
Martin NK, Sass DA, Schmitt TA (2012) Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teach Teach Educ 28(4):546–559. https://doi.org/10.1016/j.tate.2011.12.003
McKnight K, O’Malley K, Ruzic R, Horsley MK, Franey JJ, Bassett K (2016) Teaching in a digital age: How educators use technology to improve student learning. J Res Technol Educ 48(3):194–211. https://doi.org/10.1080/15391523.2016.1175856
Means B (2010) Technology and education change: Focus on student learning. J Res Technol Educ 42(3):285–307. https://doi.org/10.1080/15391523.2010.10782552
Menon D, Sadler TD (2016) Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. J Sci Teacher Educ 27(6):649–673. https://doi.org/10.1007/s10972-016-9479-y
Msila, V. (2015). Teacher readiness and information and communications technology (ICT) use in classrooms: A South African case study. Creative education, 6(8), 1973–1981. https://www.scirp.org/html/4-6302712_60786.htm.
Muhaimin, Habibi, A., Mukminin, A., Saudagar, F., Pratama, R., Wahyuni, S., Sadikin, A., & Indrayana, B. (2019). A sequential explanatory investigation of TPACK: Indonesian Science Teachers' Survey and Perspective. J Technol Sci Educ, 9(3), 269–281. https://dialnet.unirioja.es/servlet/articulo?codigo=7637836.
Mustafina, A. (2016). Teachers' Attitudes toward Technology Integration in a Kazakhstani Secondary School. International Journal of Research in Education and Science, 2(2), 322–332. https://eric.ed.gov/?id=EJ1105117.
Mwila, P. (2018). Assessing the Attitudes of Secondary School Teachers towards the Integration of ICT in the Teaching Process in Kilimanjaro, Tanzania. International Journal of Education and Development using Information and Communication Technology, 14(3), 223–238. https://eric.ed.gov/?id=EJ1201563.
National Education Standards Agency, (2006). Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah, (Guidelines for Preparation of Curriculum for Elementary and Secondary Education Unit Levels. Retrieved August 3, 2020 from https://bsnp-indonesia.org/wp-content/uploads/kompetensi/Panduan_Umum_KTSP.pdf.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of information communication technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The Case of Kondoa District. International Journal of Education and Research, 2(2), 1–16. http://www.ijern.com/journal/February-2014/11.pdf.
Nie Y, Tan GH, Liau AK, Lau S, Chua BL (2013) The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educ Res Policy Pract 12(1):67–77. https://doi.org/10.1007/s10671-012-9128-y
Olson MA, Kendrick RV (2008) Origins of attitudes. In: Crano WD, Prislin R (eds) Attitudes and attitude change. Psychology Press, pp 111–130
Ottenbreit-Leftwich AT, Brush TA, Strycker J, Gronseth S, Roman T, Abaci S, Plucker J (2012) Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Comput Educ 59(2):399–411. https://doi.org/10.1016/j.compedu.2012.01.014
Pan, S. C., & Franklin, T. (2011). In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration. New Horizons in Education, 59(3), 28–40. https://eric.ed.gov/?id=EJ955543.
Paraskeva F, Bouta H, Papagianni A (2008) Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Comput Educ 50(3):1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006
Potter JL (2021) Novice and experienced elementary general music teachers’ classroom management self-efficacy. J Music Teach Educ 30(2):65–76. https://doi.org/10.1177/10570837209804
Prior DD, Mazanov J, Meacheam D, Heaslip G, Hanson J (2016) Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. Internet Higher Educ 29:91–97. https://doi.org/10.1016/j.iheduc.2016.01.001
Pustekkom. (2015). Tentang Pusat Teknologi Informasi dan Komunikasi Pendidikan dan Kebudayaan (About the Center for Information and Communication Technology for Education and Culture). Retrieved October 10, 2020, from Pustekkom Kemendikbud (Ministry of Education and Culture, Indonesia) http://pustekkom.kemdikbud.go.id/sejarah/.
Pynoo B, Devolder P, Tondeur J, Van Braak J, Duyck W, Duyck P (2011) Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Comput Hum Behav 27(1):568–575. https://doi.org/10.1016/j.chb.2010.10.005
Regulation of Indonesian Ministry of Education and Culture (2015). Peran Guru Teknologi Informasi Dan Komunikasi dan Guru Keterampilan Komputer dan Pengelolaan Informasi Dalam Implementasi Kurikulum 2013, (The Role of Information and Communication Technology Teachers, and Computer Skills and Information Management Teachers in the Implementation of the 2013 Curriculum). Retrieved August 1, 2020 from https://jdih.kemdikbud.go.id/arsip/Permendikbud_Tahun2015_Nomor045.pdf.
Robertson M, Al-Zahrani A (2012) Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice. Australasian J Educ Technol 28(7):1136–1151
Rodríguez P, Nussbaum M, Dombrovskaia L (2012) ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools. Technol Pedagog Educ 21(3):291–315. https://doi.org/10.1080/1475939X.2012.720415
Ross-Hill R (2009) Teacher attitude towards inclusion practices and special needs students. J Res Special Educ Needs 9(3):188–198
Rubens, N., Kaplan, D., & Okamoto, T. (2014) E-Learning 3.0: Anyone, Anywhere, Anytime, and AI. In Chiu D.K.W., Wang M., Popescu E., Li Q., Lau R. (Eds), New Horizons in Web Based Learning (vol 7697). Berlin: Springer.
Ryan C, Ross S, Davey P, Duncan EM, Fielding S, Francis JJ, Johnston M, Ker J, Lee AM, MacLeod MJ, Maxwell S, McKay G, McLay J, Webb DJ, Bond C (2013) Junior doctors’ perceptions of their self-efficacy in prescribing, their prescribing errors and the possible causes of errors. Br J Clin Pharmacol 76(6):980–987. https://doi.org/10.1111/bcp.12154
Šabić J, Baranović B, Rogošić S (2022) Teachers’ self-efficacy for using information and communication technology: The interaction effect of gender and age. Inform Educ 21(2):353–373
Salleh SM, Laxman K (2014) Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools. Educ Inf Technol 19(4):747–762. https://doi.org/10.1007/s10639-013-9251-2
Sánchez AB, Marcos JJM, González MA, GuanLin H (2012) In service teachers’ attitudes towards the use of ICT in the classroom. Procedia Soc Behav Sci 46:1358–1364. https://doi.org/10.1016/j.sbspro.2012.05.302
Savolainen H, Engelbrecht P, Nel M, Malinen OP (2012) Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. Eur J Spec Needs Educ 27(1):51–68. https://doi.org/10.1080/08856257.2011.613603
Selwyn N (1997) Students’ attitudes toward computers: Validation of a computer attitude scale for 16–19 education. Comput Educ 28(1):35–41. https://doi.org/10.1016/S0360-1315(96)00035-8
Semerci, A., & Aydin, M. K. (2018). Examining high school teachers' attitudes towards ICT use in Education. International journal of progressive education, 14(2), 93–105. https://eric.ed.gov/?id=EJ1177301.
Shekar BC, Reddy CVK, Manjunath B, Suma S (2011) Dental health awareness, attitude, oral health-related habits, and behaviors in relation to socio-economic factors among the municipal employees of Mysore city. Ann Trop Med Public Health 4(2):99. https://doi.org/10.4103/1755-6783.85761
Shen CW, Ho JT (2020) Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. Comp Human Behav 104:106177. https://doi.org/10.1016/j.chb.2019.106177
Shih HP (2006) Assessing the effects of self-efficacy and competence on individual satisfaction with computer use: An IT student perspective. Comput Hum Behav 22(6):1012–1026. https://doi.org/10.1016/j.chb.2004.03.025
Shoulders, T. L., & Krei, M. S. (2015). Rural high school teachers' self-efficacy in student engagement, instructional strategies, and classroom management. American Secondary Education, 50–61. https://www.jstor.org/stable/43694226.
Sieverding M, Koch SC (2009) (Self-) Evaluation of computer competence: How gender matters. Comput Educ 52(3):696–701. https://doi.org/10.1016/j.compedu.2008.11.016
Simsek O, Yazar T (2016) Education technology standards self-efficacy (ETSSE) scale: A validity and reliability study. Eurasian J Edu Res 16(63):311–334
Simsek Ö, Yazar T (2017) Investigation of teachers’ educational technology standards self-efficacy. Pegem J Edu Instruction 7(1):23–54
Singh, T. K., & Chan, S. (2014). Teacher readiness on ICT integration in teaching-learning: A Malaysian case study. International Journal of Asian Social Science, 4(7), 874–885. http://www.aessweb.com/pdf-files/ijass-2014-4(7)-874-885.pdf.
Son, J. B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 12(1), 26–42. https://eprints.usq.edu.au/18371/.
Su JM, Lee SC, Tsai SB, Lu TL (2016) A comprehensive survey of the relationship between self-efficacy and performance for the governmental auditors. Springerplus 5(1):1–13. https://doi.org/10.1186/s40064-016-2104-x
Subekti AS, Kurniawati LA (2022) Indonesian high school English teachers’ attitudes towards the use of instructional technology during the Covid-19 pandemic. Jurnal Iqra’: Kajian Ilmu Pendidikan 7(2):76–88
Suyanto, S. (2017). A reflection on the implementation of a new curriculum in Indonesia: A crucial problem on school readiness. In AIP Conference Proceedings. 1868, p. 100008. AIP Publishing. https://doi.org/10.1063/1.4995218
Tabata LN, Johnsrud LK (2008) The impact of faculty attitudes toward technology, distance education, and innovation. Res High Educ 49(7):625–646. https://doi.org/10.1007/s11162-008-9094-7
Takunyaci, M. (2021). Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process. Education Quarterly Reviews, 4(2). 396–407. https://doi.org/10.31014/aior.1993.04.02.289
Teo T (2006) Attitudes toward computers: A study of post-secondary students in Singapore. Interact Learn Environ 14(1):17–24. https://doi.org/10.1080/10494820600616406
Teo T (2009) Examining the relationship between student teachers’ self-efficacy beliefs and their intended uses of technology for teaching: a structural equation modelling approach. Turkish Online J Edu Technol 8(4):7–15
Teo T (2010) A path analysis of pre-service teachers’ attitudes to computer use: applying and extending the technology acceptance model in an educational context. Interact Learn Environ 18(1):65–79. https://doi.org/10.1080/10494820802231327
Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, https://doi.org/10.14742/ajet.1201
Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. Journal of human sciences, 7(2), 19–44. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/797.
Topkaya, E. Z. (2010). Pre-Service English Language Teachers' Perceptions of Computer Self-Efficacy and General Self-Efficacy. Turkish Online Journal of Educational Technology-TOJET, 9(1), 143–156. https://files.eric.ed.gov/fulltext/EJ875778.pdf.
Torkzadeh G, Van Dyke TP (2002) Effects of training on Internet self-efficacy and computer user attitudes. Comput Hum Behav 18(5):479–494. https://doi.org/10.1016/S0747-5632(02)00010-9
van Aalderen-Smeets SI, Walma van der Molen JH (2015) Improving primary teachers’ attitudes toward science by attitude-focused professional development. J Res Sci Teach 52(5):710–734. https://doi.org/10.1002/tea.21218
Velthuis C, Fisser P, Pieters J (2014) Teacher training and pre-service primary teachers’ self-efficacy for science teaching. J Sci Teacher Educ 25(4):445–464. https://doi.org/10.1007/s10972-013-9363-y
Victor SR, Toppo AS, Tiwari P (2020) Primary school teachers’ computer competency. Solid State Technol 63(6):7913–7926
Wang L, Ertmer PA, Newby TJ (2004) Increasing preservice teachers’ self-efficacy beliefs for technology integration. J Res Technol Educ 36(3):231–250. https://doi.org/10.1080/15391523.2004.10782414
Wang C, Harris J, Patterson P (2013) The roles of habit, self-efficacy, and satisfaction in driving continued use of self-service technologies: a longitudinal study. J Serv Res 16(3):400–414. https://doi.org/10.1177/1094670512473200
Wood R, Bandura A (1989) Social cognitive theory of organizational management. Acad Manag Rev 14(3):361–384. https://doi.org/10.5465/amr.1989.4279067
Wright VH, Wilson EK (2005) From preservice to inservice teaching: A study of technology integration. J Comput Teach Educ 22(2):49–55. https://doi.org/10.1080/10402454.2005.10784537
Yada A, Savolainen H (2017) Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teach Teach Educ 64:222–229. https://doi.org/10.1016/j.tate.2017.02.005
Yalcin SA, Kahraman S, Yilmaz ZA (2011) Primary school teachers of instructional technologies self-efficacy levels. Procedia Soc Behav Sci 28:499–502. https://doi.org/10.1016/j.sbspro.2011.11.096
Zyad H (2016) Integrating computers in the classroom: barriers and teachers’ attitudes. Int J Instruc 9(1):65–78
Acknowledgements
Our thanks go to the Department of Education and Culture, both of Jambi City and Jambi Province, for their support and permission in this study, and to all teachers who have participated in this study.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Author information
Authors and Affiliations
Contributions
In this study, the first author was involved in several roles, such as conceptualization, methodology, validation, formal analysis, investigation, resources, and data curation. Meanwhile, the second author has roles in conceptualization, methodology, visualization, and supervision. All authors approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict of interest.
Ethical approval
The authors declare that this study has followed applicable research ethics. This study obtained approval from relevant stakeholders, such as the Department of Education, Jambi City, and Jambi Province. Furthermore, all participants have been given informed consent and agreed to take part in this study.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Ikhlas, M., Dela Rosa, E.D. Profile and predictors of high school teachers' attitude and self-efficacy in utilizing ICT: an investigation from Indonesia. SN Soc Sci 3, 71 (2023). https://doi.org/10.1007/s43545-023-00654-2
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s43545-023-00654-2