Attitude, Self-Efficacy, and Anxiety of University Teachers Towards Computer-Based Technology

Abstract

The primary objective of this study was to assess university teachers' attitudes, self-confidence, and apprehensions regarding computer-based technology. This research aimed to examine these dimensions and discern disparities in attitudes, self-confidence, and anxiety levels related to computer-based technology use, particularly between public and private universities. Employing a quantitative research approach with a descriptive nature, data was collected through a survey method using a questionnaire, which was validated through pilot testing involving 50 teachers and evaluated for content and face validity by five subject specialists. The tool exhibited good internal consistency with a Cronbach's alpha of 0.88. The study focused on university teachers within the Bahawalpur district of Punjab, Pakistan, with 205 participants selected through systematic random sampling. The data was analyzed using independent sample t-tests, mean scores, and standard deviations through SPSS version 20. The findings revealed notable differences in attitudes, self-efficacy, and anxiety levels between teachers in public and private universities. Specifically, teachers in private universities exhibited more positive attitudes, and greater self-efficacy in using computer-based technology for teaching and learning, while public university teachers displayed a higher level of computer anxiety and less favorable attitudes toward technology. In light of these results, it is recommended that university administrations should organize training programs and short courses for both pre-service and in-service teachers to enhance their proficiency and alleviate anxiety associated with computer-based technology, facilitating its more effective integration into the educational process.