Self-efficacy and behavioural intention of pre-service teachers towards electronic teaching in Niger state, Nigeria.

Abstract

This study was carried out to investigate the selfefficacy and behavioural intention of preservice teachers towards electronic teaching in Niger State, Nigeria. Descriptive survey research design was employed and 441 preservice teachers in tertiary institutions in Niger State constituted the research sample. Four research questions and two null hypotheses guided the study and a 20item questionnaire was used as instrument for data collection. The questionnaire was validated by educational technology experts. Pilot test was carried out and reliability coefficients of 0.84 and 0.87 were obtained for the two constructs sections of the questionnaire. Data collected from the administration of the research instrument were analysed using descriptive and inferential statistics of Mean, Standard Deviation and ttest. However, because there were no significant difference between male and female selfefficacy and behavioural intention, the two null hypotheses were not rejected. A decision rule was set, in which a mean score of 3.0 and above was considered Agreed, while a mean score below 3.0 was considered Disagreed. Findings revealed that preservice teachers have high level of selfefficacy in using electronic resources for teaching with grand mean score of 3.57. Also, preservice teachers’ response based on their intention towards electronic teaching was positive with a grand mean score of 4.35. Based on these findings, it was recommended that resources that will aid the delivery of teaching in electronic mode should be put in place for teachers in primary and secondary schools in order to improve the quality of teaching.