Pre-Service Teachers’ Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania


  • Christina Raphael Dar es Salaam University College of Education
  • Joel S. Mtebe University of Dar es Salaam, Tanzania



self-efficacy, educational technologies, pre-service teachers, educational technology integration


This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.

Author Biography

Joel S. Mtebe, University of Dar es Salaam, Tanzania

Lecturer of Computer science and eLearning


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How to Cite

Raphael, C., & Mtebe, J. S. (2017). Pre-Service Teachers’ Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania. Journal of Learning for Development, 4(2).



Research Articles
Received 2017-01-29
Accepted 2017-05-08
Published 2017-06-13