Abstract:
The study examined teachers' self-efficacy in integrating technology in
teaching in SHS at the La-Nkwantanang Madina Municipality. The study
adopted a descriptive survey research design to assess the connection between
teacher self-efficacy and technology integration in teaching. The population
utilized consisted of senior high school within the La-Nkwantanang Madina
Municipality in the Greater Accra Region. Purposive sampling technique was
used to select respondents. Data gathered were analyzed using Statistical
Package for Social Sciences. Smart-PLS structural equation modelling was
adopted to estimate the relationships between the independent and dependent
variables. The study uncovered that teacher self-efficacy with computers
significantly influences their self-efficacies with the internet and that of the
Learning Management System (LMS) whiles their self-efficacies towards the
internet significantly influences their online learning self-efficacies. The study
also uncovered that, teachers‟ self-efficacy towards LMS has a relationship
with their self-efficacy towards online learning. Moreover, findings of the
study revealed that teachers‟ self-efficacies towards learning management
system, computer, internet, and online learning, significantly influence their
behavioral intention towards ICT integration in education. The study therefore
recommended that teachers should receive ICT training as it is essential for
them to feel confident using technology in the classroom.
