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Teacher Technology Self-Efficacy And Its Impact On Instructional Technology Integration, Paige Mitchell

Doctor of Education Dissertations

This study is an extension of Slutsky’s (2016) dissertation about technology self-efficacy. The purpose of this study was to extend the generalization of the original study, considering the knowledge of teacher technology self-efficacy as it relates to integrating technology in the classroom. I built on previous research and added related knowledge to the original study. This study examined teacher levels of technology self-efficacy, identified specific factors affecting their current level, and examined the role and impact professional development opportunities have on technology self-efficacy.