Technology self-efficacy has come to play a major role in the preparation and implementation of educators who can successfully use educational technology to enhance learning (ELDaou, 2016)54. Self-efficacy theory has been used in research concerned with instructors’ intentions to use information technology (Player-Koro, 2012)60. Instructors’ self-efficacy beliefs, contribute significantly to the level of their motivation and performance as well (Bandura and Locke, 2003)53. This means that self-efficacy beliefs require more attention in education. ICT Self-efficacy is instructor’s belief or thinking regarding to his or her ability to connect or integrate ICT.
Friedman and Kass (2002)54 reorganized the instructor self-efficacy definition by combining
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Bandura (1994) in ELDaou (2016)54, claimed that people’s thoughts influence their actions and motivate them to attempt or restrain from certain behaviour.
Rigim and Kanya (2013)60, stated other factors that could also be likely influence the integration of ICT could be; lack of interest among instructors due to their negligence or as a result of their incapability and confidence in using the technologies; lack of computer facilities, infrastructure, policy, planning, capacity building and financing; language barrier due to the use of English language is important to both in instruction and learning of ICT especially students in the rural area of the
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In addition, researchers have indicated that instructors’ self-efficacy is a factor that assists increase the likelihood of instructors integration of ICT in instruction and other factors such as age, gender and area of specialization are important determinants of rate of ICT integration for instruction. This study therefore investigates the self-efficacy, perception and attitudes as correlates instructors’ intention to integration ICT for instruction. Furthermore, the effect of gender and area of specialization on the use and integration of ICT in eductaion will be