How Educator’s Self-Efficacy affects Integration of Technology in the Classroom Teaching: Excerpts from +2 Schools of Meghalaya

This paper is an evaluative study to understand how self efficacy of the educators plays a role in integration of technology in the classroom teaching. For this, the +2 schools of Meghalaya belonging to different streams Arts, Science and Commerce were taken up. A total of 500 numbers of +2 educators in the state of Meghalaya were randomly picked up for participation and out that 417 respondents were selected for analysis fulfilling criteria for enumeration. The educators who participated in the research were divided into three zones according to the types of school they are employed. Zone was divided into three sectionsGaro Hills, Khasi Hills and Jaintia Hills and selected types of schools wereGovt., Deficit, Adhoc and Private schools. Educators from all categories were selected randomly and the criteria for selection were that minimum existential operation of a particular school should not be less than 5 years. Semi-structured questionnaire was provided to the educators in order to understand how much self efficacy influenced integration of technology in classroom teaching. The research tested three hypotheses. The findings revealed that there is a significant impact of self efficacy in the integration of technology in the classroom teaching of +2 Schools of Meghalaya.