School Principals’ Self-Efficacy beliefs for Technology Integration in Moroccan Public Schools

Abstract

An essential and prima facie component for effective technology integration in education and management of schools is the sense of - efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that employed a quantitative method design using The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure school principals’ sense of efficacy and Level of technology integration for assessing the various levels of technology integration (LoTi) Moersch (1999) to measure school principals’ level of technology integration. 167 school principals working in different regions of Morocco formed the population concerned. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein Moral –efficacy (M = 24.40, SD = 3.96), management –efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well.