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Title |
Special Education Teachers’ Competence, Self-Efficacy, and Autonomy in Using ICT amid the Covid19 Pandemic |
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Author |
Yasir A. Alsamiri, Ibraheem M. Alsawalem, Malik A. Hussain, Nur Hidayanto Pancoro Setyo Putro, and Mashal S. Aljehany |
| Citation |
Vol. 24 No. 6 pp. 131-140 |
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Abstract |
The outbreak of Covid-19 has forced teachers of special education in Saudi Arabia to keep to themselves to live in a technology-infused society throughout the virtual teaching and learning process. This study set out to explore the competence, self-efficacy, and autonomy in using information communication technology (ICT) of special education teachers in Saudi Arabia. A total of 244 special education teachers in Saudi Arabia participated in this study. This study adopted the New General Self-Efficacy Scale developed and validated by Chen, Gully, and Eden (2001), as well as the Basic Psychological Needs in Exercise Scale (BPNES) developed and validated by Vlachopoulos and Michailidou (2006). Confirmatory factor analysis (CFA) and multivariate analysis of variance (MANOVA) were used as the main data analysis in this study. The findings showed that special education teachers in Saudi Arabia possessed competence, self-efficacy, and autonomy in using ICT in their teaching and learning process. All the factor loadings in each factor were.75 or higher, indicating good factor loadings. The results of the MANOVA indicated that special education teachers in Saudi Arabia do not report different perceptions of their competence, self-efficacy, and autonomy despite their different gender, age group, academic background, and teaching experiences. |
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Keywords |
competence, self-efficacy, autonomy, special education, ICT |
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