Satisfying and Frustrating Aspects of ICT Teaching: A Comparison Based On Self-Efficacy
The purpose of this study was to determine the most satisfying and frustrating aspects of ICT (Information and Communications Technologies) teaching in Turkish schools. Another aim was to compare these aspects based-on ICT teachers- selfefficacy. Participants were 119 ICT teachers from different geographical areas of Turkey. Participants were asked to list salient satisfying and frustrating aspects of ICT teaching, and to fill out the Self-Efficacy Scale for ICT Teachers. Results showed that the high self-efficacy teachers listed more positive and negative aspects of ICT teaching then did the low self-efficacy teachers. The satisfying aspects of ICT teaching were the dynamic nature of ICT subject, higher student interest, having opportunity to help other subject teachers, and lecturing in well-equipped labs, whereas the most frequently cited frustrating aspects of ICT teaching were ICT-related extra works of schools and colleagues, shortages of hardware and technical problems, indifferent students, insufficient teaching time, and the status of ICT subject in school curriculum. This information could be useful in redesigning ICT teachers- roles and responsibilities as well as job environment in schools.
[1] D. Deryakulu, "The examination of computer teachers- levels of
burnout," [Bilgisayar ö─ƒretmenlerinin t├╝kenmi┼ƒlik d├╝zeylerinin
incelenmesi], Eurasian Journal of Educational Research, vol. 19, pp.
35-53, 2005.
[2] D. Deryakulu, "Burnout in Turkish computer teachers: Problems and
predictors," International Journal of Educational Reform, vol. 15, no. 3,
pp. 370-385, 2006.
[3] D. Deryakulu, and S. Olkun, "Analysis of computer teachers- online
discussion forum messages about their occupational problems,"
Educational Technology & Society, vol. 10, no. 4, pp. 131-142. 2007.
[4] J. Wolpin, R.J. Burke, and E.R. Greenglass, "Is job satisfaction an
antecedent or a consequence of psychological burnout?," Human
Relations, vol. 44, no. 2, pp.193-209, 1991.
[5] M. Wright, and R. Custer, "Why they enjoy teaching: The motivation of
outstanding technology teachers," Journal of Technology Education,
vol. 9, no. 2, pp.60-77, 1998.
[6] R. M. Simmons, "The measurement of factors of teacher satisfaction and
dissatisfaction in teaching," Doctoral Dissertation, University of
Tennessee, USA, 1970.
[7] I. A. Friedman, and E. Kass, "Teacher self-efficacy: A classroomorganization
conceptualization," Teaching and Teacher Education, vol.
18, pp. 675-686, 2002.
[8] M. Tschannen-Moran, and A. Woolfolk-Hoy, "Teacher efficacy:
Capturing an elusive construct," Teaching and Teacher Education, vol.
17, pp.783-805, 2001.
[9] R. Webb, and P. T. Ashton, "Teachers- motivation and the conditions of
teaching: A call for ecological reform," in Changing policies, changing
teachers: New directions for schooling, S. Walker and L. Barton, Eds.
Milton Keyes, Philadelphia, PA: Open University Press, 1987, pp.22-40.
[10] M. Tschanen-Moran, and A. Woolfolk-Hoy, "The differential
antecedents of self-efficacy beliefs of novice and experienced teachers,"
Teaching and Teacher Education, vol. 23, pp. 944-956, 2007.
[11] A. Brouwers, and W. Tomic, "A longitudinal study of teacher burnout
and perceived self-efficacy in classroom management," Teaching and
Teacher Education, vol. 16, pp.239-253, 2000.
[12] I. A. Friedman, "Self-efficacy and burnout in teaching: The importance
of interpersonal-relations efficacy," Social Psychology of Education,
vol. 6, pp. 191-215, 2003.
[13] A. Bandura, "Self-efficacy: The exercise of control. New York: Freeman.
1997.
[14] R. Grau, M. Salanova, and J. M. Peiro, "Moderator effects of selfefficacy
on occupational stress," Psychology in Spain, vol. 5, no. 1,
pp.63-74, 2001.
[15] B. Akkoyunlu, F. Orhan, and A. Umay, "A study on developing teacher
self efficacy scale for computer teachers," Hacettepe University Journal
of Education, vol. 29, pp. 1-8., 2005.
[16] M. Hammond, "Why teach? A case study investigating the decision to
train to teach ICT," Journal of Education for Teaching, vol. 28, no. 2,
pp.135-148, 2002.
[17] M. Hammond, "The peculiarities of teaching information and
communication technology as a subject: A study of trainee and new
teachers in secondary schools," Technology, Pedagogy and Education,
vol. 13, no. 1, pp.29-42, 2004.
[18] M. Hammond, "-One up-: A case study exploring new information and
communications technology teachers- satisfaction and development in
their first year of teaching," Teacher Development, vol. 5, no. 3, pp.339-
356, 2001.
[1] D. Deryakulu, "The examination of computer teachers- levels of
burnout," [Bilgisayar ö─ƒretmenlerinin t├╝kenmi┼ƒlik d├╝zeylerinin
incelenmesi], Eurasian Journal of Educational Research, vol. 19, pp.
35-53, 2005.
[2] D. Deryakulu, "Burnout in Turkish computer teachers: Problems and
predictors," International Journal of Educational Reform, vol. 15, no. 3,
pp. 370-385, 2006.
[3] D. Deryakulu, and S. Olkun, "Analysis of computer teachers- online
discussion forum messages about their occupational problems,"
Educational Technology & Society, vol. 10, no. 4, pp. 131-142. 2007.
[4] J. Wolpin, R.J. Burke, and E.R. Greenglass, "Is job satisfaction an
antecedent or a consequence of psychological burnout?," Human
Relations, vol. 44, no. 2, pp.193-209, 1991.
[5] M. Wright, and R. Custer, "Why they enjoy teaching: The motivation of
outstanding technology teachers," Journal of Technology Education,
vol. 9, no. 2, pp.60-77, 1998.
[6] R. M. Simmons, "The measurement of factors of teacher satisfaction and
dissatisfaction in teaching," Doctoral Dissertation, University of
Tennessee, USA, 1970.
[7] I. A. Friedman, and E. Kass, "Teacher self-efficacy: A classroomorganization
conceptualization," Teaching and Teacher Education, vol.
18, pp. 675-686, 2002.
[8] M. Tschannen-Moran, and A. Woolfolk-Hoy, "Teacher efficacy:
Capturing an elusive construct," Teaching and Teacher Education, vol.
17, pp.783-805, 2001.
[9] R. Webb, and P. T. Ashton, "Teachers- motivation and the conditions of
teaching: A call for ecological reform," in Changing policies, changing
teachers: New directions for schooling, S. Walker and L. Barton, Eds.
Milton Keyes, Philadelphia, PA: Open University Press, 1987, pp.22-40.
[10] M. Tschanen-Moran, and A. Woolfolk-Hoy, "The differential
antecedents of self-efficacy beliefs of novice and experienced teachers,"
Teaching and Teacher Education, vol. 23, pp. 944-956, 2007.
[11] A. Brouwers, and W. Tomic, "A longitudinal study of teacher burnout
and perceived self-efficacy in classroom management," Teaching and
Teacher Education, vol. 16, pp.239-253, 2000.
[12] I. A. Friedman, "Self-efficacy and burnout in teaching: The importance
of interpersonal-relations efficacy," Social Psychology of Education,
vol. 6, pp. 191-215, 2003.
[13] A. Bandura, "Self-efficacy: The exercise of control. New York: Freeman.
1997.
[14] R. Grau, M. Salanova, and J. M. Peiro, "Moderator effects of selfefficacy
on occupational stress," Psychology in Spain, vol. 5, no. 1,
pp.63-74, 2001.
[15] B. Akkoyunlu, F. Orhan, and A. Umay, "A study on developing teacher
self efficacy scale for computer teachers," Hacettepe University Journal
of Education, vol. 29, pp. 1-8., 2005.
[16] M. Hammond, "Why teach? A case study investigating the decision to
train to teach ICT," Journal of Education for Teaching, vol. 28, no. 2,
pp.135-148, 2002.
[17] M. Hammond, "The peculiarities of teaching information and
communication technology as a subject: A study of trainee and new
teachers in secondary schools," Technology, Pedagogy and Education,
vol. 13, no. 1, pp.29-42, 2004.
[18] M. Hammond, "-One up-: A case study exploring new information and
communications technology teachers- satisfaction and development in
their first year of teaching," Teacher Development, vol. 5, no. 3, pp.339-
356, 2001.
@article{"International Journal of Business, Human and Social Sciences:62922", author = "Deniz Deryakulu and Sener Buyukozturk and Sirin Karadeniz and Sinan Olkun", title = "Satisfying and Frustrating Aspects of ICT Teaching: A Comparison Based On Self-Efficacy", abstract = "The purpose of this study was to determine the most satisfying and frustrating aspects of ICT (Information and Communications Technologies) teaching in Turkish schools. Another aim was to compare these aspects based-on ICT teachers- selfefficacy. Participants were 119 ICT teachers from different geographical areas of Turkey. Participants were asked to list salient satisfying and frustrating aspects of ICT teaching, and to fill out the Self-Efficacy Scale for ICT Teachers. Results showed that the high self-efficacy teachers listed more positive and negative aspects of ICT teaching then did the low self-efficacy teachers. The satisfying aspects of ICT teaching were the dynamic nature of ICT subject, higher student interest, having opportunity to help other subject teachers, and lecturing in well-equipped labs, whereas the most frequently cited frustrating aspects of ICT teaching were ICT-related extra works of schools and colleagues, shortages of hardware and technical problems, indifferent students, insufficient teaching time, and the status of ICT subject in school curriculum. This information could be useful in redesigning ICT teachers- roles and responsibilities as well as job environment in schools.
", keywords = "ICT teachers, frustrating aspects of ICT teaching, satisfying aspects of ICT teaching, teacher self-efficacy.", volume = "2", number = "10", pages = "1168-4", }
