TY - JOUR
T1 - Predictors of K-12 Teachers’ Instructional Strategies with ICTs
AU - Sangkawetai, Cheeraporn
AU - Neanchaleay, Jariya
AU - Koul, Ravinder
AU - Murphy, Elizabeth
N1 - Funding Information:
This research was supported by the Institute for the Promotion of Teaching Science and Technology under the Thailand Ministry of Education. Any opinions, findings, and conclusions expressed in this article are those of the authors and do not reflect the views of the Institute or the Thailand Ministry of Education.
Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs, classroom goal structure and use of instructional strategies. The study also aims to determine if there is variance in the relationship between these constructs for primary versus secondary school teachers. Data collection involved completion of a self-report survey by 810 primary and secondary school teachers in Thailand. Results revealed that personal and ICT teaching self-efficacy directly predicted both mastery and performance classroom goal structures for K-12 teachers. Mastery classroom goal structure predicted deep learning. Performance classroom goal structure predicted surface learning. ICT teaching self-efficacy was the strongest predictor of teachers’ instructional strategies with ICTs. Results also revealed that primary teachers’ performance classroom goal structure was positively associated with the use of deep-learning strategies with ICTs and student-centered learning with ICTs. In contrast, for secondary teachers, mastery classroom goal structure was positively associated with student-centered learning with ICTs, whereas both mastery and performance classroom goal structures were positively associated with the use of deep-learning strategies with ICTs. Results of this study suggest that classroom goal structure may be different for ICT classrooms than for regular classrooms. Implications relate to the need to help teachers design ICT activities that reflect both performance and mastery classroom goal structures.
AB - The goal of this study is to identify the relationship between K-12 teachers’ self-efficacy beliefs, classroom goal structure and use of instructional strategies. The study also aims to determine if there is variance in the relationship between these constructs for primary versus secondary school teachers. Data collection involved completion of a self-report survey by 810 primary and secondary school teachers in Thailand. Results revealed that personal and ICT teaching self-efficacy directly predicted both mastery and performance classroom goal structures for K-12 teachers. Mastery classroom goal structure predicted deep learning. Performance classroom goal structure predicted surface learning. ICT teaching self-efficacy was the strongest predictor of teachers’ instructional strategies with ICTs. Results also revealed that primary teachers’ performance classroom goal structure was positively associated with the use of deep-learning strategies with ICTs and student-centered learning with ICTs. In contrast, for secondary teachers, mastery classroom goal structure was positively associated with student-centered learning with ICTs, whereas both mastery and performance classroom goal structures were positively associated with the use of deep-learning strategies with ICTs. Results of this study suggest that classroom goal structure may be different for ICT classrooms than for regular classrooms. Implications relate to the need to help teachers design ICT activities that reflect both performance and mastery classroom goal structures.
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U2 - 10.1007/s10758-018-9373-0
DO - 10.1007/s10758-018-9373-0
M3 - Article
AN - SCOPUS:85049900524
SN - 2211-1662
VL - 25
SP - 149
EP - 177
JO - Technology, Knowledge and Learning
JF - Technology, Knowledge and Learning
IS - 1
ER -