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Assessing Chinese primary mathematics teachers' self-efficacy for technology integration: Development and validation of a multifaceted scale.

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Titel: Assessing Chinese primary mathematics teachers' self-efficacy for technology integration: Development and validation of a multifaceted scale.
Autoren: Li, Mao
Quelle: Asian Journal for Mathematics Education; Jun2024, Vol. 3 Issue 2, p231-253, 23p
Schlagwörter: MATHEMATICS teachers, SELF-efficacy, EDUCATIONAL technology, MATHEMATICS education
Geografische Kategorien: CHONGQING (China)
Abstract: This study was dedicated to developing the Scale of Mathematics Teachers' Technology Integration (SMTTI), a comprehensive instrument designed to assess the competencies of primary mathematics teachers in integrating digital technologies. The research encompassed data collection through a web-based questionnaire distributed to mathematics teachers across Chongqing, China. Both exploratory and confirmatory factor analyses were conducted to determine the SMTTI's efficacy as a measurement tool. These analyses established the robust reliability and validity of the SMTTI, affirming its effectiveness as an instrument for assessing the technology integration capabilities of mathematics teachers. The scale exhibited excellent psychometric properties, characterized by strong factor loadings, high internal consistency, and good model fit indices. The SMTTI advances educational technology research by providing a nuanced self-efficacy assessment tool that aligns with the emergent needs of post-pandemic education environments. Its distinctiveness lies in its empirical foundation and tailored approach to evaluating primary mathematics teachers' self-efficacy for technology integration. The scale fills a critical gap in the existing literature by delivering a context-specific tool designed for the post-digital transition in educational practice, aiding in the formulation of targeted professional development programs and policy making. This addresses a need for updated instruments in the field, complementing the self-reported surveys focusing on practical application and current educational demands. The SMTTI contributes to refining the use of digital technology in educational settings by providing an instrument sensitive to the context-specific needs of teachers, thereby supporting more accurate instruments in this evolving domain. [ABSTRACT FROM AUTHOR]
Copyright of Asian Journal for Mathematics Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Asian Journal for Mathematics Education; Jun2024, Vol. 3 Issue 2, p231-253, 23p
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  Data: This study was dedicated to developing the Scale of Mathematics Teachers' Technology Integration (SMTTI), a comprehensive instrument designed to assess the competencies of primary mathematics teachers in integrating digital technologies. The research encompassed data collection through a web-based questionnaire distributed to mathematics teachers across Chongqing, China. Both exploratory and confirmatory factor analyses were conducted to determine the SMTTI's efficacy as a measurement tool. These analyses established the robust reliability and validity of the SMTTI, affirming its effectiveness as an instrument for assessing the technology integration capabilities of mathematics teachers. The scale exhibited excellent psychometric properties, characterized by strong factor loadings, high internal consistency, and good model fit indices. The SMTTI advances educational technology research by providing a nuanced self-efficacy assessment tool that aligns with the emergent needs of post-pandemic education environments. Its distinctiveness lies in its empirical foundation and tailored approach to evaluating primary mathematics teachers' self-efficacy for technology integration. The scale fills a critical gap in the existing literature by delivering a context-specific tool designed for the post-digital transition in educational practice, aiding in the formulation of targeted professional development programs and policy making. This addresses a need for updated instruments in the field, complementing the self-reported surveys focusing on practical application and current educational demands. The SMTTI contributes to refining the use of digital technology in educational settings by providing an instrument sensitive to the context-specific needs of teachers, thereby supporting more accurate instruments in this evolving domain. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
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  Data: <i>Copyright of Asian Journal for Mathematics Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/27527263241254496
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      – Code: eng
        Text: English
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        PageCount: 23
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      – SubjectFull: CHONGQING (China)
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      – SubjectFull: SELF-efficacy
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              M: 06
              Text: Jun2024
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              Y: 2024
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