Self Efficacy of Higher Secondary Level Teachers in Techno-Pedagogical Skills: A Review

Abstract

The incorporation of digital technologies in the education process has completely changed the teaching-learning process, especially following the COVID-19. Self-efficacy is one of the psychological constructs that determine the readiness of teachers to use innovative practices and persevere despite technological problems. This review discusses the self-efficacy of higher secondary teachers in techno-pedagogical skills and analyzes the existing knowledge synthesizing the research to provide understanding of the existing knowledge, gaps, and future directions. Based on TPACK framework and social cognitive approach of Bandura, the results have shown that teacher self-efficacy is a strong predictor of technology integration through professional development, collaborative practice, digital access, and institutional support. The survey reveals that definitions lack consistency and that measurement mechanisms are heterogeneous, which presents the need to have standardized tools. Discussed are implications in teacher education and professional development.