Faculty online teaching self-efficacy : a cultural perspective
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This quantitative study explored the Royal Commission of Jubail Colleges and Institute (RCJCI) faculty online teaching self-efficacy. Today, online teaching is a requirement to overcome educational barriers related to time and place. The RCJCI is planning to integrate technology into its educational system and as a first step this study determined the RCJCI faculty online teaching self-efficacy. The role of culture in influencing self-efficacy toward the adoption of online education was generally defined as the relationship between the faculty online teaching self-efficacy towards online education and how self-efficacy might be influenced by their cultural dimensions. The study was guided by two theoretical frameworks, Bandura self-efficacy and Hofstede's Cultural dimensions. To answer the research questions, two survey instruments were used, the Modified Computer Technology Integration Survey (MCTIS) to measure self-efficacy and the Values Survey Module (VSM) to measure Hofstede cultural dimensions. 213 faculty members responded to the electronic surveys. The findings from the descriptive data analysis indicated that the RCJCI had high levels of online teaching self-efficacy and suggested that the faculty have high confidence in their ability to use technology to deliver online educational materials. Hierarchal regression was conducted to explore the influence cultural dimensions had on the faculty online teaching self-efficacy. The findings of the regression concluded that culture did not predict faculty online teaching self-efficacy to a statistically significant degree. Which suggested that technology creates its own culture that is not influenced by the users' nationality and cultural background.