THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION

Serkan PERKMEN

Article Details

THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION

Authors:

Serkan PERKMEN

Publisher:

E-Journal of New World Sciences Academy

Journal:

Education Sciences 2014 Vol.9 Issue 4, pp.380-393

Document Type:

Article

Publication Date:

10/2014

Document Language:

Turkish

Document ID (Org No.):

2000774658

Frequency:

Quarterly

eISSN:

1308-7274

Keywords:

Abstract:

 

The main purpose of the current study was to uncover interrelationships among the internal (personality, self-efficacy) and external variables (school climate and support) that influence preservice teachers’ outcome expectations regarding the use of technology in their future classroom. Social Cognitive Theory and Big Five Model of Personality served as the theoretical frameworks for the current study. The participants were 106 pre-service teachers enrolled in two different departments (early childhood and mathematics education). Results revealed that personality, school climate and self-efficacy are interrelated and each is positively associated with outcome expectations. Conscientiousness dimension of personality made a significant contribution to predicting outcome expectations when the effects of self-efficacy were controlled.

 

The main purpose of the current study was to uncover interrelationships among the internal (personality, self-efficacy) and external variables (school climate and support) that influence pre-service teachers’ outcome expectations regarding the use of technology in their future classroom. Social Cognitive Theory and Big Five Model of Personality served as the theoretical frameworks for the current study. The participants were 106 pre-service teachers enrolled in two different departments (early childhood and mathematics education). Results revealed that personality, school climate and self-efficacy are interrelated and each is positively associated with outcome expectations. Conscientiousness dimension of personality made a significant contribution to predicting outcome expectations when the effects of self-efficacy were controlled.

Article Details

THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION

Authors:

Serkan PERKMEN

Publisher:

E-Journal of New World Sciences Academy

Journal:

Education Sciences 2014 Vol.9 Issue 4, pp.380-393

Document Type:

Article

Publication Date:

10/2014

Document Language:

Turkish

Document ID (Org No.):

2000774658

Frequency:

Quarterly

eISSN:

1308-7274

Technology Integration

Personality

School Climate

Self-Efficacy

Outcome Expectations

Issues

Article Details

THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION

Authors: Serkan PERKMEN

Publisher: E-Journal of New World Sciences Academy

Journal: Education Sciences 2014 Vol.9 Issue 4, pp.380-393

Document Type: Article

Publication Date: 10/2014

Document Language: Turkish

Document ID (Org No.): 2000774658

Frequency: Quarterly

eISSN: 1308-7274

Technology Integration

Personality

School Climate

Self-Efficacy

Outcome Expectations

Issues

Authors:

Serkan PERKMEN

Publisher:

E-Journal of New World Sciences Academy

Journal:

Education Sciences 2014 Vol.9 Issue 4, pp.380-393

Document Type:

Article

Publication Date:

10/2014

Document Language:

Turkish

Document ID (Org No.):

2000774658

Frequency:

Quarterly

eISSN:

1308-7274