Arnoza, Riza C.  <br/><br/>
The technology efficacy of the teachers in Perez Elementary school/  
Riza C. Arnoza .-- 
 - Manila:  Technological University of the Philippines,   2024. 
 - xi, 73pages:   29cm.   +1 CD-ROM (3/4inches)  
<br/><br/> Thesis (undergraduate) 
<br/><br/>College of Industrial Education .-- 
<br/><br/>Includes bibliography. 
<br/><br/> This quantitative study investigates the relationship between the technology efficacy of<br/>teachers in Perez Elementary School who use 21st-century digital tools and gadgets with regards<br/>to gender, age, years of teaching, grade level taught and ICT Training for the last 5 years.<br/>Lots of innovations have been introduced into our lives with the 21st century. They provide<br/>numerous advantages and benefit people at all levels of society. On the other hand, these<br/>innovations change our habits, including our teaching/learning habits. Therefore, teachers must<br/>keep pace with such changes, which requires being competent in technological devices.<br/>Participants in this non-experimental study were composed of fifty-six teachers in Perez<br/>Elementary School. Survey research method was used, and data was collected using the<br/>questions adopted from Papanastasiou and Angeli (2008). It is modified to suit the context. They<br/>completed the demographic data and 15-item questionnaire. The research concluded that gender,<br/>years of teaching experience, and ICT training for the last five years emerged as significant<br/>predictors of teacher technology efficacy for both Spearman’s Rho Correlation Coefficient and<br/>Chi Square Test. Spearman’s rho’s result shows that average of technology efficacy has a<br/>positive correlation with gender p=0.045, Years of Teaching p= 0.027 and ICT Training for the<br/>Last 5 years p=0.040, all of which are statistically significant at p < 0.05 while it has a negative,<br/>but not statistically significant correlation with Age p=0.255 and Grade Level Thought p= 0.583.<br/>Chi Square Test supports these findings which shows that gender, years of teaching and ICT<br/>training for the last five years demonstrated statistically significant associations with technology<br/>efficacy scores. Conversely, age and grade level thought were not found to be predictive of<br/>teacher technology efficacy.<br/><br/>xi<br/><br/>In conclusion, the study highlights the importance of gender, teaching experience, and<br/>recent ICT training in influencing teachers' self-efficacy in technology integration. These findings<br/>can inform educational policies and interventions aimed at enhancing technology integration in<br/>teaching practices.<br/><br/>Keywords: 21st century technology, teacher efficacy, mobile devices, technology efficacy 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Education
<br/><br/><label>LC Class. No.: </label>BTH LC 3969.45  / A76 2024