Predictors of Hispanic School Teachers' Self-efficacy in the Pedagogical Uses of Technology

A study to predict teachers' self-efficacy in using technology for pedagogical purposes was conducted in a predominantly Hispanic school district in south Texas; 438 elementary teachers completed a 32-item survey aligned to the National Educational Technology Standards for Teachers. Findings suggested that the instrument is highly reliable in measuring Hispanic school teachers' self-efficacy when they are asked to rate their confidence in their ability to perform technology tasks for educational purposes. An exploratory factor analysis (orthogonal and nonorthogonal) allowed the derivation of composite measures. Three subscales regarding issues of pedagogy composed the dependent variable. Regression analyses (OLS and 2SLS) revealed that two derived composite measures and two contrast variables listed in the general information of the survey strongly predicted the response variable.