A study of the statistical relationship between educational technology use, teacher maximization tendency, and teacher sense of self-efficacy.

Dissertation

Public Deposited

Abstract

This quantitative study investigated the relationship between teacher self-efficacy, maximizing decision-making tendencies, and utilization of educational technology resources. The study utilized the Teacher Sense of Self-Efficacy Scale (TSES), the Maximizing Tendency Scale (MTS-7), and teacher use of educational technology surveys to determine if associations existed between the data collected and whether teacher experience moderates this. When moderating based on having access to multiple educational technology resources, statistical significance was found between teachers who feel they can assist families, teachers who identify as maximizers, and teachers who indicate they have access to multiple educational technology resources. The study found that when data from all three tools were moderated based on experience level, the experience level of a teacher did not moderate the relationship between a teacher’s sense of self-efficacy and their level of maximization when making a decision on educational technology resources. Findings from this study indicated that a teacher’s perceived sense of self-efficacy and their maximization tendency have a statistically significant relationship to each other. Utilizing this knowledge indicates that further investigation into the process and volume in which we present educational resource choices to teachers is needed.

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