An Analysis of PreService Teachers Attitudes Toward Computers Based on Academic and Demographic Factors

The integration of information and communication technologies (ICT) into education depends substantially on teachers’ attitudes toward computer use. This study examined the multidimensional attitudes of pre-service teachers and investigated differences across demographic and academic variables. A sample of 150 pre-service teachers enrolled in postgraduate teacher education programs completed the Computer Attitude Scale (CAS), measuring affect, perceived usefulness, perceived control, and behavioral intention. Confirmatory factor analysis supported the four-factor structure of the instrument (CFI = .97, RMSEA = .034). Multivariate analysis of variance revealed no significant differences across age or gender; however, significant differences emerged across subject domains. Correlational analyses demonstrated that years of computer use and computer confidence were positively associated with overall computer attitudes. The findings highlight the importance of structured ICT experiences within teacher education programs to strengthen confidence and perceived control. Implications for policy and curriculum design are discussed.