An Examination of the Relationship between Generation, Gender, Subject Area, and Technology Efficacy among Secondary Teachers in the United States

The current study uses a correlation design and multiple linear regression to determine whether generation, gender, and subject area predict teachers’ technology efficacy as measured by the Technology Proficiency Self-Assessment for 21st Century Leaning (TPSA C-21). An online survey was provided to...

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Bibliographic Details
Published inInternational Journal of Technology in Education Vol. 4; no. 4; pp. 589 - 604
Main Authors Woods, Kimberly, Wendt, Jillian L., Barrios, Amy, Lunde, Rebecca
Format Journal Article
LanguageEnglish
Published International Society for Technology, Education, and Science 01.01.2021
Subjects
21st Century Skills
Correlation
Gender Differences
Generational Differences
Intellectual Disciplines
Predictor Variables
Secondary School Teachers
Self Efficacy
Self Evaluation (Individuals)
Teacher Attitudes
Teacher Characteristics
Technological Literacy
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Summary:The current study uses a correlation design and multiple linear regression to determine whether generation, gender, and subject area predict teachers’ technology efficacy as measured by the Technology Proficiency Self-Assessment for 21st Century Leaning (TPSA C-21). An online survey was provided to all participants. The survey consisted of demographic questions and a technology self-efficacy instrument. Results demonstrate that gender and generation are statistically significant predictors of technology efficacy, namely on the Total, WWW, Integrated Applications, and Emerging Technologies Skills subscales of the TPSA C-21. The subject area variable, however, did not demonstrate a statistically significant ability to predict teacher technology efficacy scores on any subscale of the TPSA C-21. The findings of the current study add to the existing body of literature by enhancing understanding of the teachers’ perceptions of technology efficacy in one geographic location in the US. These findings are timely, especially given the largely technology dependent nature of education—whether in physical classrooms or in virtual settings and the increasing necessity of using technological tools in education settings.  Implications are discussed, including suggestions for future research. 
ISSN:2689-2758
2689-2758
DOI:10.46328/ijte.126