Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors

Authors

  • Joseph Njiku University of Dar es Salaam
  • Védaste Mutarutinya
  • Jean Francois Maniraho University of Rwanda

DOI:

https://doi.org/10.56059/jl4d.v9i2.589

Keywords:

mathematics education, self-efficacy, teacher professional development, teacher education, technology integration

Abstract

This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.

Author Biographies

Joseph Njiku, University of Dar es Salaam

Joseph Njiku is a lecturer at the Dar es Salaam University College of Education — a constituent college of the University of Dar es Salaam. He specializes in mathematics education and technology integration. Email: leunati@gmail.com

Védaste Mutarutinya

Védaste Mutarutinya is a senior lecturer in the School of Education of the University of Rwanda, College of Education and a board member of the Rwanda Higher Education Council. He specializes in mathematics research. Email: vedastemuve@yahoo.fr

Jean Francois Maniraho, University of Rwanda

Jean Francois Maniraho is a lecturer in the School of Education of the University of Rwanda, College of Education. His expertise is in mathematics research and mathematics education. Email: maniraho2@gmail.com

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Published

2022-07-19

How to Cite

Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2022). Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors. Journal of Learning for Development, 9(2), 279–290. https://doi.org/10.56059/jl4d.v9i2.589

Issue

Vol. 9 No. 2 (2022): ISSUE 2

Section

Case Studies

License

Copyright (c) 2022 Joseph Njiku, Védaste Mutarutinya, Jean Francois Maniraho

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Received 2021-11-05
Accepted 2022-05-13
Published 2022-07-19