Self-Efficacy, Principals' Support, Stages Of Concern In Integrating E-Learning In The Jordanian Discovery Schools
This study examines the effect of self-efficacy, perceptions of principals’ support and stages of concerns of teachers in Jordan Discovery schools on the integration of elearning into their teaching. The moderator variables identified were gender and teaching experiences. A total of 350 teachers...
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my-usm-ep.422282019-04-12T05:26:50Z Self-Efficacy, Principals' Support, Stages Of Concern In Integrating E-Learning In The Jordanian Discovery Schools 2010-07 Al-Rawajfih, Khader Khaleel L7-991 Education (General) This study examines the effect of self-efficacy, perceptions of principals’ support and stages of concerns of teachers in Jordan Discovery schools on the integration of elearning into their teaching. The moderator variables identified were gender and teaching experiences. A total of 350 teachers were randomly stratified from all secondary Discovery schools in the four districts (strata) of the capital, Amman. The Concerns Based Approach Model and Rogers’ Diffusion of Innovation theory were used in this study. Data was gathered quantitatively by the use of 4 self-reporting instruments to measure (1) teachers’ self-efficacy, (2) perception of principals’ support, (3) teachers’ stages of concern and (4) teachers’ efforts to integrate e-learning into the teaching and learning process. 2010-07 Thesis http://eprints.usm.my/42228/ http://eprints.usm.my/42228/1/Khader_Khaleel_Al-Rawajfih24.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan |
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Universiti Sains Malaysia |
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USM Institutional Repository |
language |
English |
topic |
L7-991 Education (General) |
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L7-991 Education (General) Al-Rawajfih, Khader Khaleel Self-Efficacy, Principals' Support, Stages Of Concern In Integrating E-Learning In The Jordanian Discovery Schools |
description |
This study examines the effect of self-efficacy, perceptions of principals’ support and
stages of concerns of teachers in Jordan Discovery schools on the integration of elearning
into their teaching. The moderator variables identified were gender and
teaching experiences. A total of 350 teachers were randomly stratified from all
secondary Discovery schools in the four districts (strata) of the capital, Amman. The
Concerns Based Approach Model and Rogers’ Diffusion of Innovation theory were used
in this study. Data was gathered quantitatively by the use of 4 self-reporting instruments
to measure (1) teachers’ self-efficacy, (2) perception of principals’ support, (3) teachers’
stages of concern and (4) teachers’ efforts to integrate e-learning into the teaching and
learning process. |
format |
Thesis |
qualification_name |
Doctor of Philosophy (PhD.) |
qualification_level |
Doctorate |
author |
Al-Rawajfih, Khader Khaleel |
author_facet |
Al-Rawajfih, Khader Khaleel |
author_sort |
Al-Rawajfih, Khader Khaleel |
title |
Self-Efficacy, Principals'
Support, Stages Of Concern In Integrating
E-Learning In The Jordanian Discovery
Schools
|
title_short |
Self-Efficacy, Principals'
Support, Stages Of Concern In Integrating
E-Learning In The Jordanian Discovery
Schools
|
title_full |
Self-Efficacy, Principals'
Support, Stages Of Concern In Integrating
E-Learning In The Jordanian Discovery
Schools
|
title_fullStr |
Self-Efficacy, Principals'
Support, Stages Of Concern In Integrating
E-Learning In The Jordanian Discovery
Schools
|
title_full_unstemmed |
Self-Efficacy, Principals'
Support, Stages Of Concern In Integrating
E-Learning In The Jordanian Discovery
Schools
|
title_sort |
self-efficacy, principals'
support, stages of concern in integrating
e-learning in the jordanian discovery
schools |
granting_institution |
Universiti Sains Malaysia |
granting_department |
Pusat Pengajian Ilmu Pendidikan |
publishDate |
2010 |
url |
http://eprints.usm.my/42228/1/Khader_Khaleel_Al-Rawajfih24.pdf |
_version_ |
1747821038835597312 |