Investigating colleges of education teachers’ self-efficacy beliefs and actual use of ICTs in teaching in the Kumasi Metropolis

Abstract

This study was conducted to investigate College of education teachers’ self-efficacy beliefs in the use of ICTs in teaching, assess their actual use of ICTs in teaching and to examine the relationships between teachers’ self-efficacy beliefs and their actual use of ICTs in teaching. The study further sought to find out how teachers’ teaching experience affect their actual use of ICTs and their ICTs self-efficacy beliefs in teaching. Descriptive Survey, specifically the mixed method approach was used in the conduct of this study. Quantitative data were gathered through a structured questionnaire and qualitative data collected using an observation checklist. The Simple Random and Convenience sampling techniques were used in sampling out the respondents of the study from a population of 135.The questionnaire was administered to 115 teachers selected from three colleges of education in Ashanti Region. The observation was conducted on the selected thirteen (13) teachers to ascertain their actual use of ICTs. The data collected were analysed using frequencies counts, percentages, One- way Anova and correlational statistics. From the results of the study 44% of teachers agreed that they have SEB in using ICTs in teaching whilst 34% disagreed. In addition, majority (57%) of teachers disagreed to have SEB in the actual use of ICTs in teaching confirmed by the results from observation. The results also revealed that COE teachers who reported to have ICT SEB actually used it and those inconclusive of the response also related to their non-usage. Furthermore, according to the results there was no significant effect of teaching experience on self-efficacy beliefs of COE teachers. Based on these findings, it is recommended that GES should make ICT training an integral aspect in the training of teachers. Again ‘GES should conduct periodic in-service training in ICTs for all COE teachers to boost their actual use of ICTs in teaching. Furthermore as part of the T-Tel program offered for COE teachers should effectively involve the use of ICTs in training activities especially for the more experienced teachers.