ICT Practices: Influence of ICT Preparedness, ICT Induction, and Teacher Self-Efficacy

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Abstract

This study explored influencing factors of Information and Communication Technology (ICT) preparedness, ICT induction, and teacher self-efficacy variables on teaching practices. It used Teaching and Learning International Survey (TALIS) 2018 data with 590 U.S. secondary teachers by conducting sequential regression and path analysis. First, sequential regression indicated beginning teachers’ ICT preparedness, ICT induction, and self-efficacy in instruction significantly predict ICT practices. Second, path analysis revealed beginning teachers’ self-efficacy in instruction serves as a partial mediator between ICT preparedness and ICT practices. These findings shed light on strategies that help beginning teachers leverage technology to create engaging and impactful learning experiences for their students. Implications are also offered for strengthening induction programs and guiding supportive educational policies.

Authors

• Chengcheng Li, The Open University of China

• Shaoan Zhang, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada - Las Vegas