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Effects of Principals’ Support on Teachers’ Self -Efficacy in Integrating e-learning in the Jordanian Discovery Schools

Author(s): Khader AL-Rawajfih | Soon Fook Fong | Sharifah Norhaidah Syed Idros

Journal: Modern Applied Science
ISSN 1913-1844

Volume: 4;
Issue: 9;
Date: 2010;
Original page

This study examines the effect of perceptions of principals’ support of teachers in Jordan Discovery schools on the integration of e-learning into their teaching. 350 teachers were randomly stratified from a total of 2,389 teachers from all the secondary Discovery schools in the four districts (strata) of the capital, Amman. The dependent variable was the integration of e-learning. The independent variable was the perception on the Principals’ support needed for the integration of e-Learning and the moderating variable was the gender and teaching experiences. The responses from the survey were analyzed with descriptive statistics and two-way ANOVA. The findings of this study exhibit moderate levels of self-efficacy. From the perspective of self-efficacy, there were significant differences among the means for main effect for both teachers’ teaching experience and gender on the integration of e-learning.

Tango Jona
Tangokurs Rapperswil-Jona

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