High School Science Teachers’ Professional Development and Self-Efficacy in using Technology Tools in the Classroom

Date of Award


Degree Name

Doctor of Philosophy


Science Education

First Advisor

Dr. Brandy Pleasants

Second Advisor

Dr. Brian Horvitz

Third Advisor

Dr. Todd Ellis

Fourth Advisor

Dr. Betty Adams


technology tools in classroom, self-efficacy, science teachers, teacher professional development, teacher p.d.


Few studies have considered the relationship between professional development (PD) and self-efficacy with technology tool use, especially for high school science teachers. There is also a lack of research that considers relationships between teachers' demographic factors and teachers' self-efficacy, use of technology tools in the classroom, or their professional development. The goal of this quantitative study was to attempt to correlate science teacher self-efficacy, the PD science teachers have had for classroom technology, and how often they use that technology in the classroom. We also wanted to identify possible impacts of teachers' demographic factors on efficacy, use, and PD. Participants included a random sample of full-time high school science teachers across 46 states. All data were collected through an online, closed-ended survey via the Qualtrics website. The survey was sent to 2456 science teachers and 104 completed it. Outcomes revealed that there are no significant relationships between science teachers' demographic factors and self-efficacy, tool use, or PD for the variety of technology tools given in this study. We also found that science teachers' efficacy was high with every technology expect for social networking/media. Overall, the results of this study suggest that the time science teachers spend at PF does not play a role in how often they use technology or how efficacious they were in using those technologies. An implication is that some other factors (besides PD or demographics) might influence how often science teachers use technology in their classrooms. In addition, because they are already highly efficacious, it might be better to move toward observational studies to see if science teachers are using technology in classrooms as effectively as they think they are.

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