Secondary school teachers’ motivation and self-confidence in using ICT in teaching
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
This study represents a pilot exploration of teachers’ level
of motivation and reasons for using ICT and the level of selfconfidence
in using ICT in teaching, one year after they switched
to online education due to COVID-19 pandemic. Additional
goals were to determine the relationship between motivation
and self-confidence in using ICT and to determine if there are
differences in the level of motivation and self-confidence among
teachers differing in the years of working experience. Participants
were 61 Belgrade vocational secondary school teachers (85.2%
female) who filled-in the online questionnaire including SELFIE
subscale on self-confidence (1-5), one question about the level
of motivation (1-7) and one open-ended question about the
reasons for using ICT. Teachers demonstrated relatively high
level of self-confidence (M = 3.67, SD = .99) and a high level of motivation (M = 5.31, SD = 1.62). The correlation between
self-confidence and motivation for using ICT in teach...ing was
.502 (p = .000). Qualitative thematic and evaluative analysis
applied on narratives about reasons for using ICT yielded three
themes: quality of teaching and learning, communication and
personal attitude. While majority of teachers are motivated to
use ICT because they perceive it as enabling better focus and
deeper learning (35), some believe that using ICT diminishes the
quality of education (3). For some teachers ICT enables better
and more efficient communication with students (2), whereas
for others it means alienation (2). While some find it fun to
use ICT (3), others feel overburdened with requirements to use
ICT without providing better working conditions (2). Results
show that the oldest group of teachers (with over 20 years of
working experience) have statistically significantly lower level
of motivation for using ICT in teaching (F (2, 55) = 8.357, p =
.001), while there were no differences in self-confidence, which
suggest that more experienced teachers need additional support
to und erstand benefits of using ICT.
Кључне речи:
information and communications technology / ict / motivation / teachers / teaching / self-confidenceИзвор:
Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25), 2021, 118-119Финансирање / пројекти:
- This study is a result of research activities conducted within the Erasmus+ project “Illumine - A community for exploring and sharing uses of evidence-based teaching strategies”, that has been partially funded by European Union under project grant Nº 2020-1-ES01-KA201-082504.
Институција/група
Psihologija / PsychologyTY - CONF AU - Simić, Nataša AU - Vranješević, Jelena AU - Mojović, Kristina PY - 2021 UR - http://reff.f.bg.ac.rs/handle/123456789/5798 AB - This study represents a pilot exploration of teachers’ level of motivation and reasons for using ICT and the level of selfconfidence in using ICT in teaching, one year after they switched to online education due to COVID-19 pandemic. Additional goals were to determine the relationship between motivation and self-confidence in using ICT and to determine if there are differences in the level of motivation and self-confidence among teachers differing in the years of working experience. Participants were 61 Belgrade vocational secondary school teachers (85.2% female) who filled-in the online questionnaire including SELFIE subscale on self-confidence (1-5), one question about the level of motivation (1-7) and one open-ended question about the reasons for using ICT. Teachers demonstrated relatively high level of self-confidence (M = 3.67, SD = .99) and a high level of motivation (M = 5.31, SD = 1.62). The correlation between self-confidence and motivation for using ICT in teaching was .502 (p = .000). Qualitative thematic and evaluative analysis applied on narratives about reasons for using ICT yielded three themes: quality of teaching and learning, communication and personal attitude. While majority of teachers are motivated to use ICT because they perceive it as enabling better focus and deeper learning (35), some believe that using ICT diminishes the quality of education (3). For some teachers ICT enables better and more efficient communication with students (2), whereas for others it means alienation (2). While some find it fun to use ICT (3), others feel overburdened with requirements to use ICT without providing better working conditions (2). Results show that the oldest group of teachers (with over 20 years of working experience) have statistically significantly lower level of motivation for using ICT in teaching (F (2, 55) = 8.357, p = .001), while there were no differences in self-confidence, which suggest that more experienced teachers need additional support to und erstand benefits of using ICT. C3 - Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25) T1 - Secondary school teachers’ motivation and self-confidence in using ICT in teaching EP - 119 SP - 118 UR - https://hdl.handle.net/21.15107/rcub_reff_5798 ER -
@conference{ author = "Simić, Nataša and Vranješević, Jelena and Mojović, Kristina", year = "2021", abstract = "This study represents a pilot exploration of teachers’ level of motivation and reasons for using ICT and the level of selfconfidence in using ICT in teaching, one year after they switched to online education due to COVID-19 pandemic. Additional goals were to determine the relationship between motivation and self-confidence in using ICT and to determine if there are differences in the level of motivation and self-confidence among teachers differing in the years of working experience. Participants were 61 Belgrade vocational secondary school teachers (85.2% female) who filled-in the online questionnaire including SELFIE subscale on self-confidence (1-5), one question about the level of motivation (1-7) and one open-ended question about the reasons for using ICT. Teachers demonstrated relatively high level of self-confidence (M = 3.67, SD = .99) and a high level of motivation (M = 5.31, SD = 1.62). The correlation between self-confidence and motivation for using ICT in teaching was .502 (p = .000). Qualitative thematic and evaluative analysis applied on narratives about reasons for using ICT yielded three themes: quality of teaching and learning, communication and personal attitude. While majority of teachers are motivated to use ICT because they perceive it as enabling better focus and deeper learning (35), some believe that using ICT diminishes the quality of education (3). For some teachers ICT enables better and more efficient communication with students (2), whereas for others it means alienation (2). While some find it fun to use ICT (3), others feel overburdened with requirements to use ICT without providing better working conditions (2). Results show that the oldest group of teachers (with over 20 years of working experience) have statistically significantly lower level of motivation for using ICT in teaching (F (2, 55) = 8.357, p = .001), while there were no differences in self-confidence, which suggest that more experienced teachers need additional support to und erstand benefits of using ICT.", journal = "Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25)", title = "Secondary school teachers’ motivation and self-confidence in using ICT in teaching", pages = "119-118", url = "https://hdl.handle.net/21.15107/rcub_reff_5798" }
Simić, N., Vranješević, J.,& Mojović, K.. (2021). Secondary school teachers’ motivation and self-confidence in using ICT in teaching. in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25), 118-119. https://hdl.handle.net/21.15107/rcub_reff_5798
Simić N, Vranješević J, Mojović K. Secondary school teachers’ motivation and self-confidence in using ICT in teaching. in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25). 2021;:118-119. https://hdl.handle.net/21.15107/rcub_reff_5798 .
Simić, Nataša, Vranješević, Jelena, Mojović, Kristina, "Secondary school teachers’ motivation and self-confidence in using ICT in teaching" in Book of Abstracts, XVII Days of Applied Psychology: Psychology in the function of the well-being of the individual and society, Niš, Serbia (September 24–25) (2021):118-119, https://hdl.handle.net/21.15107/rcub_reff_5798 .