Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30174
Satisfying and Frustrating Aspects of ICT Teaching: A Comparison Based On Self-Efficacy

Authors: Deniz Deryakulu, Sener Buyukozturk, Sirin Karadeniz, Sinan Olkun

Abstract:

The purpose of this study was to determine the most satisfying and frustrating aspects of ICT (Information and Communications Technologies) teaching in Turkish schools. Another aim was to compare these aspects based-on ICT teachers- selfefficacy. Participants were 119 ICT teachers from different geographical areas of Turkey. Participants were asked to list salient satisfying and frustrating aspects of ICT teaching, and to fill out the Self-Efficacy Scale for ICT Teachers. Results showed that the high self-efficacy teachers listed more positive and negative aspects of ICT teaching then did the low self-efficacy teachers. The satisfying aspects of ICT teaching were the dynamic nature of ICT subject, higher student interest, having opportunity to help other subject teachers, and lecturing in well-equipped labs, whereas the most frequently cited frustrating aspects of ICT teaching were ICT-related extra works of schools and colleagues, shortages of hardware and technical problems, indifferent students, insufficient teaching time, and the status of ICT subject in school curriculum. This information could be useful in redesigning ICT teachers- roles and responsibilities as well as job environment in schools.

Keywords: ICT teachers, frustrating aspects of ICT teaching, satisfying aspects of ICT teaching, teacher self-efficacy.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1082015

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1396

References:


[1] D. Deryakulu, "The examination of computer teachers- levels of burnout,"
[Bilgisayar ö─ƒretmenlerinin t├╝kenmi┼ƒlik d├╝zeylerinin incelenmesi], Eurasian Journal of Educational Research, vol. 19, pp. 35-53, 2005.
[2] D. Deryakulu, "Burnout in Turkish computer teachers: Problems and predictors," International Journal of Educational Reform, vol. 15, no. 3, pp. 370-385, 2006.
[3] D. Deryakulu, and S. Olkun, "Analysis of computer teachers- online discussion forum messages about their occupational problems," Educational Technology & Society, vol. 10, no. 4, pp. 131-142. 2007.
[4] J. Wolpin, R.J. Burke, and E.R. Greenglass, "Is job satisfaction an antecedent or a consequence of psychological burnout?," Human Relations, vol. 44, no. 2, pp.193-209, 1991.
[5] M. Wright, and R. Custer, "Why they enjoy teaching: The motivation of outstanding technology teachers," Journal of Technology Education, vol. 9, no. 2, pp.60-77, 1998.
[6] R. M. Simmons, "The measurement of factors of teacher satisfaction and dissatisfaction in teaching," Doctoral Dissertation, University of Tennessee, USA, 1970.
[7] I. A. Friedman, and E. Kass, "Teacher self-efficacy: A classroomorganization conceptualization," Teaching and Teacher Education, vol. 18, pp. 675-686, 2002.
[8] M. Tschannen-Moran, and A. Woolfolk-Hoy, "Teacher efficacy: Capturing an elusive construct," Teaching and Teacher Education, vol. 17, pp.783-805, 2001.
[9] R. Webb, and P. T. Ashton, "Teachers- motivation and the conditions of teaching: A call for ecological reform," in Changing policies, changing teachers: New directions for schooling, S. Walker and L. Barton, Eds. Milton Keyes, Philadelphia, PA: Open University Press, 1987, pp.22-40.
[10] M. Tschanen-Moran, and A. Woolfolk-Hoy, "The differential antecedents of self-efficacy beliefs of novice and experienced teachers," Teaching and Teacher Education, vol. 23, pp. 944-956, 2007.
[11] A. Brouwers, and W. Tomic, "A longitudinal study of teacher burnout and perceived self-efficacy in classroom management," Teaching and Teacher Education, vol. 16, pp.239-253, 2000.
[12] I. A. Friedman, "Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy," Social Psychology of Education, vol. 6, pp. 191-215, 2003.
[13] A. Bandura, "Self-efficacy: The exercise of control. New York: Freeman. 1997.
[14] R. Grau, M. Salanova, and J. M. Peiro, "Moderator effects of selfefficacy on occupational stress," Psychology in Spain, vol. 5, no. 1, pp.63-74, 2001.
[15] B. Akkoyunlu, F. Orhan, and A. Umay, "A study on developing teacher self efficacy scale for computer teachers," Hacettepe University Journal of Education, vol. 29, pp. 1-8., 2005.
[16] M. Hammond, "Why teach? A case study investigating the decision to train to teach ICT," Journal of Education for Teaching, vol. 28, no. 2, pp.135-148, 2002.
[17] M. Hammond, "The peculiarities of teaching information and communication technology as a subject: A study of trainee and new teachers in secondary schools," Technology, Pedagogy and Education, vol. 13, no. 1, pp.29-42, 2004.
[18] M. Hammond, "-One up-: A case study exploring new information and communications technology teachers- satisfaction and development in their first year of teaching," Teacher Development, vol. 5, no. 3, pp.339- 356, 2001.