Technology plays a paramount role in English as a Foreign Language (EFL) education; therefore, it has become essential for EFL teachers to integrate it into their instruction. A growing body of research has also revealed that teachers’ Technology Self-efficacy (TSE) is a strong predictor of technology integration. Thus, identifying the factors associated with this construct could help EFL teachers to integrate technology into their classrooms. This study sought to explore the factors associated with EFL New Generation School (NGS) teachers’ TSE and investigate the differences concerning the identified factors based on the groups of teachers with different levels of TSE. The survey questionnaires and interviews were used to collect data from all EFL teachers (N = 15). The results yielded three main factors: school-related factors, teacher-related factors, and student-related factors. School-related factors include technological resources, internet access, time support, and feedback from school principals. Teacher-related factors comprise their knowledge and experience in using technology, perceptions of technology, and knowledge and skills in technology-integrated classroom management. Student-related factors include students’ technological knowledge, possession of devices, feedback, and engagement/interest. The study also identified various factors reported by groups of EFL teachers with different levels of TSE. The study will provide a comprehensive overview of the factors associated with EFL teachers’ TSE, ultimately contributing to the enhancement of technology integration in their English classes.
Bon et al. (Wed,) studied this question.