PRE-SERVICE TEACHERS' SELF-EFFICACY TOWARDS EDUCATIONAL TECHNOLOGY INTEGRATION

Abstract

This research assessed the self-efficacy of pre-service teachers regarding the integration of educational technology. A quantitative research method with a descriptive survey design was used for the study. Data were gathered using a simple random sampling technique. The TPACK self-efficacy questionnaire instrument was employed to assess the perceived self-efficacy of pre-service teachers. Mean and standard deviation were computed to evaluate the degree of the practices. It was suggested that pre-service teachers should improve their knowledge and practices by promoting self-reflection, establishing achievable goals, offering constructive feedback, and fostering a supportive learning environment to enhance self-efficacy. Additionally, the TPACK framework should be utilized as a resource to facilitate effective technology integration and assess teachers' knowledge, thereby improving teacher education curriculums and increasing self-efficacy among pre-service teachers.