Paper Number
1363
Paper Type
Complete Research Paper
Abstract
Despite increased investment in digital infrastructure and devices and the acceleration of digital transformation in schools during the COVID-19 pandemic, teachers in Germany still need to gain the pedagogical beliefs and personal skills to effectively use digital media. Their self-efficacy in using computers plays a crucial role in overcoming prevailing barriers. Therefore, it is essential to identify relevant determinants of teachers’ computer self-efficacy, as this predicts their future behavior when using digital media in their classrooms. This paper identifies critical factors in managing school digitalization. Specifically, our findings indicate that information quality, principal support, and learning culture are crucial contextual factors influencing computer self-efficacy. By contrast, resistance to change and digitalization anxiety are personal factors mediating the influence of teachers' attitudes. Our findings provide insights that can be applied to create supportive learning environments and face the challenges of insufficient professionalization in the digitalization of teachers in German schools.
Recommended Citation
Hein, Laura; Göritz, Lorena; Illgen, Katharina-Maria; Beinke, Jan Heinrich; Müller, Kim Jana; and Thomas, Oliver, "Breaking Barriers: A Multi-Method Approach to Improve Teachers' Computer Self-Efficacy in German Schools" (2024). ECIS 2024 Proceedings. 2.
https://aisel.aisnet.org/ecis2024/track13_learning_teach/track13_learning_teach/2
Breaking Barriers: A Multi-Method Approach to Improve Teachers' Computer Self-Efficacy in German Schools
Despite increased investment in digital infrastructure and devices and the acceleration of digital transformation in schools during the COVID-19 pandemic, teachers in Germany still need to gain the pedagogical beliefs and personal skills to effectively use digital media. Their self-efficacy in using computers plays a crucial role in overcoming prevailing barriers. Therefore, it is essential to identify relevant determinants of teachers’ computer self-efficacy, as this predicts their future behavior when using digital media in their classrooms. This paper identifies critical factors in managing school digitalization. Specifically, our findings indicate that information quality, principal support, and learning culture are crucial contextual factors influencing computer self-efficacy. By contrast, resistance to change and digitalization anxiety are personal factors mediating the influence of teachers' attitudes. Our findings provide insights that can be applied to create supportive learning environments and face the challenges of insufficient professionalization in the digitalization of teachers in German schools.
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