A study on Teacher’s Self-efficacy for promoting ICT integrated Education in primary school in Mongolia

Yamamoto Yukiko

Yamaguchi Shinobu

国際教育協力論集

Journal of international cooperation in education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

Use of the Information Communication Technology (ICT) in education has been received more attention for improving a quality of education, and this is no exception in Mongolia. This study investigates the current climate of ICT integrated education in Mongolia through a lense of teachers’ self-efficacy. The data were collected from 838 primary school teachers in Mongolia. The pairwise correlation coefficient was calculated to assess the relationships between three types of perceived self-efficacy (confidence, competency and satisfaction.) and two education aspects, teacher training activities and practical ICT experience at school level. The study found that perceived influence of school-based trainings had the strongest correlation among teacher training activities. It also found that positive institutional attitude toward ICT integrated education is vital to teacher’s self-efficacy. Based on the findings, following points were implied to increase or maintain teacher’s higher self-efficacy: 1) school-based teacher training activities, especially related to ICT integrated education, should be given a priority; and 2) sessions to understand the pedagogical value of ICT should be included in management level trainings.

Education [ 370 ]

eng

広島大学教育開発国際協力研究センター

Copyright (c) 2016 広島大学教育開発国際協力研究センター

[ISSN] 1344-2996

[NCID] AA11281847

[NAID] 40021060993