Abstract
In this study we examined the relationship between preschool teachers’ beliefs about their own competence in ICT and the elements of TPACK, as well as the mediating roles of the teachers’ outcome expectations and self-efficacy. Drawing from the expectancy theory of motivation, we hypothesized that outcome expectations and self-efficacy each mediate the relationship between teachers’ ICT competence beliefs and TPACK. To confirm the hypothesis, we conducted a study with 194 kindergarten teachers from China. The majority of the teachers were females (97%) who reportedly were working in private schools (79.4%). The results partially confirmed our hypothesis, showing that the teachers’ outcome expectations mediated the association between their ICT competence beliefs and TPACK, whereas their self-efficacy did not. Implications and limitations are also discussed. Copyright © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.
| Original language | English |
|---|---|
| Journal | Journal of Research on Technology in Education |
| Early online date | Aug 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - Aug 2025 |
Citation
Valdez, J. P. M., Buenconsejo, J. U., Yang, W., Lin, X., & Saxena, A. (2025). Successful integration of technology into preschool education: Do teachers’ self-efficacy and outcome expectations matter? Journal of Research on Technology in Education. Advance online publication. https://doi.org/10.1080/15391523.2025.2547183Keywords
- ICT competence beliefs
- TPACK
- Preschool teachers
- Self-efficacy
- Outcome expectations