Njiku, JosephMutarutinya, VédasteManiraho, Jean FrancoisPanda, Santosh2022-10-042022-10-042022-07-192311-1550http://hdl.handle.net/11599/4493This 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.enhttps://creativecommons.org/licenses/by-sa/4.0/Science, Technology, Engineering and Mathematics (STEM)Teacher EducationProfessional DevelopmentEducational TechnologyJournal Articlehttps://doi.org/10.56059/jl4d.v9i2.589