The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms

Abstract

There have been a limited number studies that examined the relationship between professional development(PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal ofthis quantitative study was to identify any specific correlations between science teacher self-efficacy and the professionaldevelopment science teachers received for those specific classroom technologies. Participants were comprised of arandomized sample set of high school science teachers throughout 46 different US States.The data was collected byusing an online survey via the Qualtrics survey platform. The survey was sent to 3000 science instructors and 104 intotal completed it. The results suggest that science teachers’ efficacy was high with course management systems andstudent wireless or digital devices, but not for social networking/media. There was no significant connection betweentechnological self-efficacy and PD for related technology tools. However, it is possible that science teachers are alreadyhighly efficacious in terms of technology, and observational studies are recommended to see when and how teachersactually use technology in their classrooms.