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Year 2014, Volume: 9 Issue: 4, 380 - 393, 07.10.2014

Serkan Perkmen

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.

Keywords

Technology Integration Personality School Climate Self-Efficacy Outcome Expectations

References

  • • Abdul Karim, N.S., Zamzuri, N.H., and Nor, Y.M., (2009). Exploring the relationship between Internet ethics in university students and the big five model of personality. Computers & Education, 53, 86-93. DOI:10.1016/j.compedu.2009.01.001.
  • • Amichai-Hamburger, Y. and Viniztkyz, G., (2010). Social network use and personality. Computers in Human Behavior, 26, 1289-1235. DOI:10.1016/j.chb.2010.03.018.
  • • Anderson, S.E. and Maninger, R.M., (2007). Pre-service teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. DOI: 10.2190/H1M8-562W-18J1-634P.
  • • Anderson, S.E., Groulx, J.G., and Maninger, R.M., (2011). Relationships among preservice teachers’ technology-related abilities, beliefs and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 323-340. DOI:10.2190/EC.45.3.d.
  • • Bacanlı, H., İlhan, T. ve Aslan, S., (2009). Beş faktör kuramına dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (sdtk). Türk Eğitim Bilimleri Dergisi (Journal of Turkish Educational Science), 7 (2), 261–279.
  • • Bandura, A., (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • • Barrick, M.R. and Mount, M.K.,(1991). The Big Five personality dimensions and jobperformance: A meta-analysis. Personnel Psychology, 44, 1–26. DOI: 10.1111/j.1744-6570.1991.tb00688.x.
  • • Berry, L.M., (1998). Psychology at work: An introduction to industrial and organizational psychology (2nd ed.). New York: McGraw-Hill.
  • • Cevik, B., (2011). Personality self-perceptions of Turkish music pre-service teachers in relation to departmental satisfaction. International Journal of Music Education, 29, 212-228. DOI:10.1177/0255761410396282.
  • • Compeau, D.R. and Higgins, C.A., (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19, 189-211.
  • • Costa, P.T., and McCrae, R.R.,(1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
  • • Devaraj, S., Easley, R.F., and Crant, J.M.,(2008). Research note- How does personality matter? Relating the Five-Factor Model to Technology Acceptance and Use. Information Systems Research, 19(1), 93-105.
  • • Ertmer, P.A., (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. DOI:10.1007/BF02299597.
  • • Goldberg, L.R., (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of personality and social psychology, (Vol. 2, pp. 141-165). Beverly Hills, CA: Sage.
  • • John, O.P. and Srvastave, S., (1999). The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives. L. Pervin and O.P. John (Eds.), Handbook of personality: Theory and research (2nd ed.). New York: Guilford.
  • • Inan, F.A. and Lowther, D.L., (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58, 137–154. DOI:10.1007/s11423-009-9132-y.
  • • Honey, M. and Moeller, B., (1990). Teachers’ beliefs and technology integration: Different values, different understandings (Technical Report 6). New York: Center for Technology in Education.
  • • Lent, R.W., Brown, S.D., and Hackett, G., (2002). Social cognitive career theory. In D. Brown (Ed.), Career choice and development (pp. 255–311). San Francisco, CA: Jossey Bass.
  • • Lim, C.P., (2002). A theoretical framework for the study of ICT in schools: a proposal. British Journal of Educational Technology, 33(4), 411-421. DOI: 10.1111/1467-8535.00278.
  • • Liu, L. and Velasquez-Bryanyt, N., (2003). An information technology integration system and its life cycle: What is missing? Computers in the Schools, 20(1-2), 93-106. DOI:10.1300/J025v20n01_07.
  • • Liu, S., (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012-1022. DOI: 10.1016/j.compedu.2010.12.001.
  • • Marcinkiewicz, H.R., (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26(2), 220-237. DOI: 10.1080/08886504.1993.10782088.
  • • Moore, K. and McElroy, J.C., (2012). The influence of personality on Facebook usage, wall postings, and regret. Computers in Human Behavior, 28, 267-274. DOI:10.1016/j.chb.2011.09.009.
  • • Niederhauser, D.S. and Perkmen, S., (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional Technology Outcome Expectations. Computers in Human Behavior, 26(3), 436-442. DOI: 10.1016/j.chb.2009.12.002.
  • • Niederhauser, D., Perkmen, S., and Toy, S., (2012). Valuing technology integration: The role of outcome expectations in promoting preservice teachers’ acceptance of technology. In P. Resta (Ed.), Proceedings of Society for Information Technology and Teacher Education International Conference 2012 (pp. 2015-2020). Chesapeake, VA: AACE.
  • • Pamuk, S., (2011). Understanding preservice teachers’technology use through TPACK framework. Journal of Computer Assisted Learning, DOI:10.1111/j.1365 2729.2011.00447.x.
  • • Papanastasiou, E.C. and Angeli, C., (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology and Society, 11(1), 69–86.
  • • Perkmen, S. and Cevik, B., (2010). Relationship between pre-service music teachers’ personality and motivation for computer-assisted instruction. Music Education Research, 12(4), 415–425. DOI:10.1080/14613808.2010.519768.
  • • Perkmen, S. and Pamuk, S., (2011). Social cognitive predictors of pre-service teachers’technology integration performance. Asia Pacific Education Review, 12(1), 45–58. DOI:10.1007/s12564-010-9109-x.
  • • Sahin, İ., (2008). From the Social-Cognitive Career Theory Perspective: A College of Education Faculty Model for Explaining Their Intention to Use Educational Technology. Journal of Educational Computing Research, 38(1), 51-66. DOI:10.2190/EC.38.1.c.
  • • Saleem, H., Beaudry, A., and Croteau, A., (2011). Antecedents of computer self-efficacy: A study of the role of personality traits and gender. Computers in Human Behavior, 27, 1922-1936. DOI:10.1016/j.chb.2011.04.017.
  • • Santrock, J.W., (2006). Educational psychology. Boston, MA: McGraw Hill.
  • • Seibert, S.E. and Kraimer, M., (2001). The Five-Factor Model of Personality and Career Success. Journal of Vocational Behavior, 58 (1), 1-21. DOI:10.1006/jvbe.2000.1757.
  • • Semiz, K. and Ince, M.L., (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(6), 1248-1265.
  • • Swickert, R,J., Hittner, J.B., Harris, J.L., and Herring, J.A., (2002). Relationships among Internet use, personality, and social support. Computers in Human Behavior, 18, 437- 451. DOI:10.1016/S0747-5632(01)00054-1.
  • • Tezci, E., (2009). Teacher’ effects on ict use in education: the Turkey sample. Procedia -Social and Behavioral Sciences, 1(1) 2009, 1285–1294. DOI:10.1016/j.sbspro.2009.01.228.
  • • Tezci, E., (2011a). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499. DOI:10.1080/02619768.2011.587116
  • • Tezci, E., (2011b). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59, 429-443. DOI:10.1007/s11423-011-9205-6.
  • • Vannatta, R.A., and Fordham, N.,(2004). Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, 36(3), 253-271.
  • DOI: 10.1080/15391523.2004.10782415.

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

Year 2014, Volume: 9 Issue: 4, 380 - 393, 07.10.2014

Serkan Perkmen

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 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.

Keywords

Technology Integration Personality School Climate Self-Efficacy Outcome Expectations

References

  • • Abdul Karim, N.S., Zamzuri, N.H., and Nor, Y.M., (2009). Exploring the relationship between Internet ethics in university students and the big five model of personality. Computers & Education, 53, 86-93. DOI:10.1016/j.compedu.2009.01.001.
  • • Amichai-Hamburger, Y. and Viniztkyz, G., (2010). Social network use and personality. Computers in Human Behavior, 26, 1289-1235. DOI:10.1016/j.chb.2010.03.018.
  • • Anderson, S.E. and Maninger, R.M., (2007). Pre-service teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172. DOI: 10.2190/H1M8-562W-18J1-634P.
  • • Anderson, S.E., Groulx, J.G., and Maninger, R.M., (2011). Relationships among preservice teachers’ technology-related abilities, beliefs and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 323-340. DOI:10.2190/EC.45.3.d.
  • • Bacanlı, H., İlhan, T. ve Aslan, S., (2009). Beş faktör kuramına dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi (sdtk). Türk Eğitim Bilimleri Dergisi (Journal of Turkish Educational Science), 7 (2), 261–279.
  • • Bandura, A., (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • • Barrick, M.R. and Mount, M.K.,(1991). The Big Five personality dimensions and jobperformance: A meta-analysis. Personnel Psychology, 44, 1–26. DOI: 10.1111/j.1744-6570.1991.tb00688.x.
  • • Berry, L.M., (1998). Psychology at work: An introduction to industrial and organizational psychology (2nd ed.). New York: McGraw-Hill.
  • • Cevik, B., (2011). Personality self-perceptions of Turkish music pre-service teachers in relation to departmental satisfaction. International Journal of Music Education, 29, 212-228. DOI:10.1177/0255761410396282.
  • • Compeau, D.R. and Higgins, C.A., (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19, 189-211.
  • • Costa, P.T., and McCrae, R.R.,(1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
  • • Devaraj, S., Easley, R.F., and Crant, J.M.,(2008). Research note- How does personality matter? Relating the Five-Factor Model to Technology Acceptance and Use. Information Systems Research, 19(1), 93-105.
  • • Ertmer, P.A., (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. DOI:10.1007/BF02299597.
  • • Goldberg, L.R., (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of personality and social psychology, (Vol. 2, pp. 141-165). Beverly Hills, CA: Sage.
  • • John, O.P. and Srvastave, S., (1999). The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives. L. Pervin and O.P. John (Eds.), Handbook of personality: Theory and research (2nd ed.). New York: Guilford.
  • • Inan, F.A. and Lowther, D.L., (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58, 137–154. DOI:10.1007/s11423-009-9132-y.
  • • Honey, M. and Moeller, B., (1990). Teachers’ beliefs and technology integration: Different values, different understandings (Technical Report 6). New York: Center for Technology in Education.
  • • Lent, R.W., Brown, S.D., and Hackett, G., (2002). Social cognitive career theory. In D. Brown (Ed.), Career choice and development (pp. 255–311). San Francisco, CA: Jossey Bass.
  • • Lim, C.P., (2002). A theoretical framework for the study of ICT in schools: a proposal. British Journal of Educational Technology, 33(4), 411-421. DOI: 10.1111/1467-8535.00278.
  • • Liu, L. and Velasquez-Bryanyt, N., (2003). An information technology integration system and its life cycle: What is missing? Computers in the Schools, 20(1-2), 93-106. DOI:10.1300/J025v20n01_07.
  • • Liu, S., (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012-1022. DOI: 10.1016/j.compedu.2010.12.001.
  • • Marcinkiewicz, H.R., (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26(2), 220-237. DOI: 10.1080/08886504.1993.10782088.
  • • Moore, K. and McElroy, J.C., (2012). The influence of personality on Facebook usage, wall postings, and regret. Computers in Human Behavior, 28, 267-274. DOI:10.1016/j.chb.2011.09.009.
  • • Niederhauser, D.S. and Perkmen, S., (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional Technology Outcome Expectations. Computers in Human Behavior, 26(3), 436-442. DOI: 10.1016/j.chb.2009.12.002.
  • • Niederhauser, D., Perkmen, S., and Toy, S., (2012). Valuing technology integration: The role of outcome expectations in promoting preservice teachers’ acceptance of technology. In P. Resta (Ed.), Proceedings of Society for Information Technology and Teacher Education International Conference 2012 (pp. 2015-2020). Chesapeake, VA: AACE.
  • • Pamuk, S., (2011). Understanding preservice teachers’technology use through TPACK framework. Journal of Computer Assisted Learning, DOI:10.1111/j.1365 2729.2011.00447.x.
  • • Papanastasiou, E.C. and Angeli, C., (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology and Society, 11(1), 69–86.
  • • Perkmen, S. and Cevik, B., (2010). Relationship between pre-service music teachers’ personality and motivation for computer-assisted instruction. Music Education Research, 12(4), 415–425. DOI:10.1080/14613808.2010.519768.
  • • Perkmen, S. and Pamuk, S., (2011). Social cognitive predictors of pre-service teachers’technology integration performance. Asia Pacific Education Review, 12(1), 45–58. DOI:10.1007/s12564-010-9109-x.
  • • Sahin, İ., (2008). From the Social-Cognitive Career Theory Perspective: A College of Education Faculty Model for Explaining Their Intention to Use Educational Technology. Journal of Educational Computing Research, 38(1), 51-66. DOI:10.2190/EC.38.1.c.
  • • Saleem, H., Beaudry, A., and Croteau, A., (2011). Antecedents of computer self-efficacy: A study of the role of personality traits and gender. Computers in Human Behavior, 27, 1922-1936. DOI:10.1016/j.chb.2011.04.017.
  • • Santrock, J.W., (2006). Educational psychology. Boston, MA: McGraw Hill.
  • • Seibert, S.E. and Kraimer, M., (2001). The Five-Factor Model of Personality and Career Success. Journal of Vocational Behavior, 58 (1), 1-21. DOI:10.1006/jvbe.2000.1757.
  • • Semiz, K. and Ince, M.L., (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(6), 1248-1265.
  • • Swickert, R,J., Hittner, J.B., Harris, J.L., and Herring, J.A., (2002). Relationships among Internet use, personality, and social support. Computers in Human Behavior, 18, 437- 451. DOI:10.1016/S0747-5632(01)00054-1.
  • • Tezci, E., (2009). Teacher’ effects on ict use in education: the Turkey sample. Procedia -Social and Behavioral Sciences, 1(1) 2009, 1285–1294. DOI:10.1016/j.sbspro.2009.01.228.
  • • Tezci, E., (2011a). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499. DOI:10.1080/02619768.2011.587116
  • • Tezci, E., (2011b). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59, 429-443. DOI:10.1007/s11423-011-9205-6.
  • • Vannatta, R.A., and Fordham, N.,(2004). Teacher Dispositions as Predictors of Classroom Technology Use. Journal of Research on Technology in Education, 36(3), 253-271.
  • DOI: 10.1080/15391523.2004.10782415.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Educational Sciences
Authors

Serkan Perkmen

Publication Date October 7, 2014
Published in Issue Year 2014 Volume: 9 Issue: 4

Cite

APA Perkmen, S. (2014). THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION. Education Sciences, 9(4), 380-393. https://doi.org/10.12739/10.12739
AMA Perkmen S. THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION. Education Sciences. October 2014;9(4):380-393. doi:10.12739/10.12739
Chicago Perkmen, Serkan. “THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION”. Education Sciences 9, no. 4 (October 2014): 380-93. https://doi.org/10.12739/10.12739.
EndNote Perkmen S (October 1, 2014) THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION. Education Sciences 9 4 380–393.
IEEE S. Perkmen, “THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION”, Education Sciences, vol. 9, no. 4, pp. 380–393, 2014, doi: 10.12739/10.12739.
ISNAD Perkmen, Serkan. “THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION”. Education Sciences 9/4 (October 2014), 380-393. https://doi.org/10.12739/10.12739.
JAMA Perkmen S. THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION. Education Sciences. 2014;9:380–393.
MLA Perkmen, Serkan. “THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION”. Education Sciences, vol. 9, no. 4, 2014, pp. 380-93, doi:10.12739/10.12739.
Vancouver Perkmen S. THE ROLE OF PERSONALITY AND SCHOOL CLIMATE ON PRE-SERVICE TEACHERS’ MOTIVATION TOWARDS TECHNOLOGY INTEGRATION IN EDUCATION. Education Sciences. 2014;9(4):380-93.