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

dc.contributor.author	Raphael, Christina
dc.contributor.author	Mtebe, Joel S
dc.coverage.placeName	Tanzania	en_US
dc.coverage.spatial	Africa	en_US
dc.date.accessioned	2017-08-10T22:25:40Z
dc.date.available	2017-08-10T22:25:40Z
dc.date.issued	2017-07
dc.description.abstract	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.	en_US
dc.identifier.doi	https://doi.org/10.56059/jl4d.v4i2.190
dc.identifier.issn	2311-1550
dc.identifier.uri	http://hdl.handle.net/11599/2781
dc.language.iso	en	en_US
dc.publisher	Commonwealth of Learning (COL)	en_US
dc.relation.ispartofseries	Journal of Learning for Development;vol. 4, no. 2
dc.rights.uri	https://creativecommons.org/licenses/by-sa/4.0/	en_US
dc.source.uri	http://jl4d.org/index.php/ejl4d/article/view/190/228	en_US
dc.subject	Teacher Education	en_US
dc.subject	Educational Technology	en_US
dc.title	Pre-Service Teachers' Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania	en_US
dc.type	Article	en_US