An Examination of the Relationship between Generation, Gender, Subject Area, and Technology Efficacy among Secondary Teachers in the United States

Abstract

The current study uses a correlation design and multiple linear regression to determine whether generation, gender, and subject area predict teachers’ technology efficacy as measured by the Technology Proficiency Self-Assessment for 21st Century Leaning (TPSA C-21). An online survey was provided to all participants. The survey consisted of demographic questions and a technology self-efficacy instrument. Results demonstrate that gender and generation are statistically significant predictors of technology efficacy, namely on the Total, WWW, Integrated Applications, and Emerging Technologies Skills subscales of the TPSA C-21. The subject area variable, however, did not demonstrate a statistically significant ability to predict teacher technology efficacy scores on any subscale of the TPSA C-21. The findings of the current study add to the existing body of literature by enhancing understanding of the teachers’ perceptions of technology efficacy in one geographic location in the US. These findings are timely, especially given the largely technology dependent nature of education—whether in physical classrooms or in virtual settings and the increasing necessity of using technological tools in education settings.  Implications are discussed, including suggestions for future research.