The Role of Self-Efficacy Beliefs in Predicting the Level of Teachers' Willingness for Technology Integration in Teaching

This study aims to investigate the relationship between teachers' self-efficacy and their willingness for integrating technology in teaching. Additionally, the contribution of teachers' self-efficacy variables in predicting their willingness to use technology in teaching is measured. This research is applied in terms of its objective and descriptive-correlational in terms of data collection. A sample of 175 teachers (109 females and 66 males) from the Safir Goftegan Institute were selected as the participants, and they completed three questionnaires: Skaalvic and Skaalvic Norwegian Teacher's self-efficacy scale (2007), Browne's Technology Integration confidence scale (2009) and a demographic information questionnaire. it is indicated that the teachers' self-efficacy and technology integration intention are at satisfactory level. Correlation between self-efficacy and technology integration intention is .38 which shows positive direct relationship between these two variables. Moreover, teachers' self-efficacy is of power to predict teachers' intention to integrate technology in teaching.