RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ DIGITAL SELF-EFFICACY AND THEIR USE OF TECHNOLOGY FOR CURRICULUM IMPLEMENTATION IN SECONDARY SCHOOLS

Abstract

The purpose of the study was to ascertain relationship between pre-service teachers’ digital self-efficacy and their use of technology for curriculum implementation in South-East, Nigeria. Correlation research design was used for the study. The population of the study comprised 3, 260 regular third year students of Faculties of Education in the four Federal Universities who are undergoing their teaching practice in South-East Zone for the 2023/24 academic session. The sample size for this study comprised 400 third year regular undergraduate students (2023/2024 session) drawn via simple random sampling and purposive sampling techniques. Pre-Service Teachers’ Extent of Use of Technology for Curriculum Implementation Questionnaire (PTUTCIQ) and Pre-Service Teachers’ Digital Self-Efficacy Questionnaire (PTDSEQ) were used for data collection. PTUTCIQ and PTDSEQ were face-validated by three experts. The reliability of PTUTCIQ and PTDSEQ was ascertained using Cronbach Alpha method to yield scores of 0.74 and 0.78. Data were analyzed using Pearson Product Moment Correlation coefficient. The findings of the study revealed that a high positive and significant relationship existed between pre-service teachers’ digital self-efficacy and their use of technology for curriculum implementation in South East Nigeria. Based on the findings of the study, it was recommended among others that pre-service teachers should ensure that they continually develop the requisite digital self-efficacy to enhance their use of technology in curriculum implementation.