Factors in Computer Self-Efficacy Among Nigerian College of Education Teachers

Abstract

This study investigated factors that are associated with computer self-efficacy among teachers of Southwestern Colleges of Education in Nigeria. Two hundred and eighteen teachers (males =146; females=72; age =52.82, SD=16.38) randomly selected from four Colleges of Education responded to a questionnaire and a computer self-efficacy scale. The resulting data were analyzed using both descriptive and inferential statistics. Findings revealed significant difference between computer self-efficacy by computer ownership, access and subject specialization. Teachers who owned computers or had access to computers were of higher self-efficacy than those who did not. Higher self-efficacy was also reported by teachers of science and core education than their counterparts in other subject specializations. However computer self-efficacy was not related to gender and professional status of teachers.