과제정보
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Scientific Research Deanship at the University of Ha'il, KSA [grant number RG-20 060].
참고문헌
- Alharbi, S. A. (2018). Special education teachers' knowledge and use of assistive technology for inclusive classrooms in Saudi Arabia (Doctoral dissertation, Saint Louis University).
- Almeida, C. M., Jameson, J. M., Riesen, T., & McDonnell, J. (2016). Urban and rural preservice special education teachers' computer use and perceptions of self-efficacy. Rural Special Education Quarterly, 35(3), 12-19. https://doi.org/10.1177/875687051603500303
- Al Khateeb, A. A. M. (2017). Measuring digital competence and ICT literacy: An exploratory study of in-service English language teachers in the context of Saudi Arabia. International Education Studies, 10(12), 38-51. https://doi.org/10.5539/ies.v10n12p38
- Badau, K. M., & Sakiyo, J. (2013). Assessment of ICT teachers' competence to implement the new ICT curriculum in North Eastern Nigeria. Assessment, 4(27), 10-18.
- Alsawalem, I. M. N. (2019). Teachers 'attitudes towards use of information communication Technology with students with intellectual disability in Saudi Arabian schools (published doctoral thesis, University of Newcastle, Australia.)
- Alsawalem, I. M. (2020). Perceptions of using social media networks among special education teachers in the Kingdom of Saudi Arabia. Globus: Journal of Progressive Educa tion. 10(1), 31-39. https://doi.org/10.46360/globus.edu.220201006
- Aoki, N. (2002). Aspects of teacher autonomy: Capacity, freedom, and responsibility. In Learner autonomy 7: Challenges to research and practice ed. P. Benson and S. Toogood, Dublin: Authentik, 110-124.
- Averill, R. M., & Major, J. (2020). What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness-and connections with wellbeing. Educational Research, 62(2), 146-161. https://doi.org/10.1080/00131881.2020.1755877
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman: New York, N.Y.
- Bentler, P. M. (2005). EQS 6 structural equations program manual. Multivariate Software, Inc.: Encino, California.
- Brodin, J., & Lindstrand, P. (2003). What about ICT in special education? Special educators evaluate information and communication technology as a learning tool. European Journal of Special Needs Education, 18(1), 71-87. https://doi.org/10.1080/0885625032000042320
- Cakir, A., & Balcikanli, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers' and teacher trainers' views. Australian Journal of Teacher Education (Online), 37(3), 1-16.
- Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers' professional identity. European Journal of Psychology of Education, 27(1), 115-132. https://doi.org/10.1007/s10212-011-0069-2
- Chapman, D. W., & Malilick L. O. (2004). Information and communication technology in education: A curriculum for schools and programme of teacher development. Paris: IIEP, UNESCO.
- Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83. https://doi.org/10.1177/109442810141004
- Christophersen, K. A., Elstad, E., Turmo, A., & Solhaug, T. (2016). Teacher education programmes and their contribution to student teacher efficacy in classroom management and pupil engagement. Scandinavian Journal of Educational Research, 60(2), 240-254.
- Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
- Elstad, E., & Christophersen, K. A. (2017). Perceptions of digital competency among student teachers: Contributing to the development of student teachers' instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1), 27.
- Fanni, F., Rega, I., & Cantoni, L. (2013). Using self-efficacy to measure primary school teachers' perception of ICT: Results from two studies. International Journal of Education and Development Using ICT, 9(1), 100-111.
- Hatlevik, O. E. (2017). Examining the relationship between teachers' self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501
- Hatlevik, I. K., & Hatlevik, O. E. (2018). Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9, 935.
- Hu, Z., & McGrath, I. (2011). Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching?. Technology, Pedagogy and Education, 20(1), 41-59. https://doi.org/10.1080/1475939X.2011.554014
- Kotsanis, Y. (2018). Models of competences for the real and digital world. In Handbook of research on educational design and cloud computing in modern classroom settings (pp. 52-80). IGI Global.
- Iivari, N., Sharma, S., & Venta-Olkkonen, L. (2020). Digital transformation of everyday life-How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183.
- Kiemer, K., Groschner, A., Kunter, M., & Seidel, T. (2018). Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support-findings from teacher professional development. European Journal of Psychology of Education, 33(2), 377-402. https://doi.org/10.1007/s10212-016-0324-7
- Kajfez, R. L., & Matusovich, H. M. (2017). Competence, autonomy, and relatedness as motivators of graduate teaching assistants. Journal of Engineering Education, 106(2), 245-272. https://doi.org/10.1002/jee.20167
- Lamb, T.E. (2008). Learner autonomy and teacher autonomy. Synthesizing an agenda. InLearner and teacher autonomy: Concepts, realities and responses, ed. T. Lamb and H. Reinders, 269-285. Amsterdam: John Benjamins.
- Lee, A. N., & Nie, Y. (2020). Project title: Development and validation of an autonomy-supportive school leadership behaviours scale. Office of Education Research, National Institute of Education, Singapore.
- Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23 (2). pp. 175-181. ISSN 0346251X (ISSN) https://doi.org/10.1016/0346-251X(95)00006-6
- Mannila, L., Norden, L. A., & Pears, A. (2018, August). Digital competence, teacher self-efficacy and training needs. In Proceedings of the 2018 ACM Conference on International Computing Education Research (pp. 78-85).
- McGrath, I. (2000). Teacher autonomy. In Learner autonomy, teacher autonomy: Future directions, ed. B. Sinclair, I. McGrath, and T. Lamb, 100-110. Harlow: Longman.
- Lu, J., Jiang, X., Yu, H., & Li, D. (2015). Building collaborative structures for teachers' autonomy and self-efficacy: The mediating role of participative management and learning culture. School Effectiveness and School Improvement, 26(2), 240-257. https://doi.org/10.1080/09243453.2014.888086
- Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers' self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269. https://doi.org/10.1016/j.tate.2017.02.008
- Noughabi, M. A., & Amirian, S. M. R. (2020). Assessing the contribution of autonomy and self-efficacy to EFL teachers' self-regulation. English Teaching & Learning, 1-18.
- Ogirima, O. A., Emilia, O. O., & Juliana, O. B. (2017). Teachers' attitude and competence in the use of assistive technologies in special needs schools. Acta Didactica Napocensia, 10(4), 21-32.
- Oyaid, A. (2009). Education policy in Saudi Arabia and its relation to secondary school teachers' ICT use, perceptions, and views of the future of ICT in education.
- Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2020). E-inclusion: online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 1-14.
- Pearson, L. C., and Hall, B. C. (1993). Initial construct validation of the teaching autonomy scale. Journal of Educational Research, 86(3), 172-177. https://doi.org/10.1080/00220671.1993.9941155
- Peralta, H., & Costata, F. A. (2007). Teachers' competence and confidence regarding the use of ICT. Sisifo-Educational Sciences Journal, 75-84.
- Rana, M. M., Fakrudeen, M., Miraz, M. H., Yousef, S., & Torqi, A. A. (2011). Information and communication technology (ICT) and special education system in the Kingdom of Saudi Arabia: A case study. In C. Stephanidis (Ed.), HCI International 2011-Posters' Extended Abstracts. HCI 2011. Communications in Computer and Information Science (pp. 534-538). Berlin, Heidelberg: Springer.
- Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484
- Samaila, D., Ayanjoke, K. M., Mailafia, I. A., & Joshua, C. E. (2020). Impact of Covid-19 pandemic on people with disabilities and its implications on special education practice in Nigeria. International Journal of Innovative Research in Science and Technology, 5(6).
- Scherer, R., & Siddiq, F. (2015). Revisiting teachers' computer self-efficacy: A differentiated view on gender differences. Computers in Human Behavior. 53, 48-57. doi: 10.1016/j.chb.2015.06.038 Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
- Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
- Smith, R. C. (2000). Starting with ourselves: Teacher-learner autonomy in language learning. In Learner autonomy, teacher autonomy: Future directions, ed. B. Sinclair, I. McGrath, and T. Lamb, 89-99. Harlow: Longman.
- Street, M. S., & Licata, J. W. (1989). Supervisor expertise: Resolving the dilemma between bureaucratic control and teacher autonomy. Planning and Changing, 20(2), 97-107.
- Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201. https://doi.org/10.1207/s15327841mpee1003_4
- Webb, P. T. (2002.) Teacher power: The exercise of professional autonomy in an era of strict accountability. Teacher Development 6, 47-61. https://doi.org/10.1080/13664530200200156
- Wu, Y., & Wu, F. (2018, December). The relationship between teacher autonomy and ICT competency of pre-service teachers. In 2018 Seventh International Conference of Educational Innovation through Technology (EITT) (pp. 11-15). IEEE.
- Yeni, S., & Gecu-Parmaksiz, Z. (2016). Preservice special education teachers acceptance and use of ICT: A structural equation model. Journal of Education and Training Studies, 4(12), 118-125.