Dergiler / Education Sciences / 2014 / Cilt: 9 Sayı: 4
THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION
- Dergi
- Education Sciences
- Sayfa
- 380–393
- DOI
- —
Özet
The main purpose of the current study was to uncover interrelationships among the internal (personality, self-efficacy) and external variables (school climate and support) that influence pre-service teachers’ outcome expectations regarding the use of technology in their future classroom. Social Cognitive Theory and Big Five Model of Personality served as the theoretical frameworks for the current study. The participants were 106 pre-service teachers enrolled in two different departments (early childhood and mathematics education). Results revealed that personality, school climate and self-efficacy are interrelated and each is positively associated with outcome expectations. Conscientiousness dimension of personality made a significant contribution to predicting outcome expectations when the effects of self-efficacy were controlled.
Abstract
The main purpose of the current study was to uncover interrelationships among the internal (personality, self-efficacy) and external variables (school climate and support) that influence preservice teachers’ outcome expectations regarding the use of technology in their future classroom. Social Cognitive Theory and Big Five Model of Personality served as the theoretical frameworks for the current study. The participants were 106 pre-service teachers enrolled in two different departments (early childhood and mathematics education). Results revealed that personality, school climate and self-efficacy are interrelated and each is positively associated with outcome expectations. Conscientiousness dimension of personality made a significant contribution to predicting outcome expectations when the effects of self-efficacy were controlled.