ABSTRACT

This study investigated teachers’ attitude and self-efficacy towards the application of instructional technologies in private and public secondary schools in Imo State. The objective of the study was to determine teachers’ attitude and self-efficacy towards the application of instructional technologies, ascertain influence of instructional technology type on teachers’ attitude and self-efficacy towards the application of instructional technologies. The study also ascertained the influence of teachers’ self-efficacy on their attitude and the influence of teachers’ attitude on their self-efficacy towards the application of instructional technologies in teaching and learning. Six research questions and six null hypotheses guided the study. The study adopted a descriptive survey research design. The sample for the study consisted of 2081 teachers consisting of 1120 teachers from private schools and 961 teachers from public secondary schools in Imo state. The sample was drawn through multistage sampling techniques from a population of 23,631 teachers made up of 4906 public secondary schools teachers and 18725 private secondary schools respectively. An instrument named “Teachers’ Attitude and Self-Efficacy towards the Application of Instructional Technology Questionnaire” (TASTIQ) was used for the study. The instrument was face-validated by three experts. Cronback Alpha reliability was used to determine the internal consistency of the instrument. The reliability coefficient of 0.875 was obtained. The data collected were analysed using mean scores and standard deviations for the six research questions, while the null hypotheses were analysed using t-test statistics at P < 0.05 level of significance. The study revealed that teachers’ attitude and self-efficacy toward technologies of instruction in Imo State is low, school type has no significant influence on teachers’ attitude and self-efficacy towards the application of instructional technologies in Imo State. The study further revealed that type of instructional technology had no influence on teachers’ attitude and self-efficacy towards the application of instructional technologies in teaching and learning in Imo state secondary schools. Finally, the study revealed that teachers’ attitude had an influence on their self-efficacy towards the application of instructional technology and teachers’ self-efficacy had an influence on their attitude towards the application of instructional technologies in teaching and learning. Hence, the study recommended, among other things, that teachers should be exposed to researches and seminars that will update their knowledge and teaching skills as well as change their attitudes and self-efficacy towards instructional technologies.