Examining the Relationship between Student Teachers’ Self- Efficacy Beliefs and Their Intended Uses of Technology for Teaching: a Structural Equation Modelling Approach

This study examines the relationship between computer self-efficacy and intended uses of technology of student teachers (N=1094) at a teacher training institute in Singapore. Self-efficacy was assessed by three factors: Basic Teaching Skills (BTS), Advanced Teaching Skills (ATS), and Technology for Pedagogy (TP), and intended use of technology was measured by two factors: Traditional Use of Technology (TUT) and Constructivist Use of Technology (CUT). Participants responded to a 7-point Likert-type scale for each factor. Analysis was conducted using the structural equation modelling approach and a good model fit was found for both the measurement and structural models. Results showed that significant relationships exist among BTS, TP, TUT, and CUT. However, ATS did not influence TUT and CUT in a significant way. Overall, the results of this study offer some evidence that student teachers’ self-efficacy is a significant influence on whether they use technology in a traditionalist or constructivist way.