Problem
As the educational landscape in Trinidad and Tobago evolve post COVID-19, gaining an understanding of the purpose of teachers in the implementation of national and ministerial ICT policies seem imperative. The exploration of teacher’s personal belief about their ability to effectively infuse technology and social media with their traditional teaching practices, may provide much needed insight about the role that teacher self-efficacy plays in this educational shift (Caner & Aydin, 2021; Phillip & Cain, 2015). Very few studies in the local and regional literature involve teacher self-efficacy as a variable of interest. Moreso, there has been no research to date that has sought to explore the role that teacher self-efficacy may play in the use of technology and social media in the classroom by teachers in Trinidad and Tobago. This current study proposed that teacher self-efficacy is a key variable to better understand teachers’ use of technology and social media in the classroom.
Method
This study used a quantitative approach, with a descriptive, non-experimental, and correlational research design methodology. The sample consisted of 200 in-service teachers from primary and secondary schools working in public (government and government-assisted) schools in Trinidad and Tobago. The data for this study was collected using an online survey instrument that consisted of the following four sections which consisted of 97 items in total. Data was analysed using Statistical Package for Social Sciences Statistics 27 (SPSS-27, IBM) and Analysis of Moment Structures 27 (AMOS-27) software. Both descriptive and inferential statistical analyses were conducted. To answer the research questions and hypotheses and to explore the relationships among the variables the following statistical procedures were employed: Structural Equation Modelling (SEM), T-test, One-way ANOVA, Kruskal-Wallis Test, Categorical Regression and Multiple Regression using dummy coded variables.
Results
Teachers of this study rated themselves as having ‘some degree’ to ‘quite a bit’ of teacher self-efficacy. Positive relationships were also found between teacher self-efficacy and technology integration and social media use. Group differences did not exist between teacher self-efficacy and the variables substantive post, type of institution, age, gender, education district, and experience. However, a significant and positive group difference was found between teacher self-efficacy and education attainment level. Regression analyses suggested that teacher self-efficacy was significantly predicted by post and qualifications. It was also found that teachers who possessed a Bachelor’s, Master’s or Doctoral degree were more likely to have higher teacher self-efficacy.
Conclusions
This study has provided meaningful, updated data of teachers’ self-efficacy in Trinidad and Tobago. The study also provided an exploration of how current data in the Caribbean relates to the theory itself and of its relevancy within the body of research. Bandura (1997) stated, \"Perceived self-efficacy is concerned not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances\" (p. 37). Teachers ought to contemplate their self-efficacy levels for accomplishing all classroom related tasks before engaging in such tasks. In this ever-changing technological era, having teachers with strong efficacious beliefs is important to successfully navigate changing technological and educational paradigms.
","abstract_html":"<p>Problem</p> <p>As the educational landscape in Trinidad and Tobago evolve post COVID-19, gaining an understanding of the purpose of teachers in the implementation of national and ministerial ICT policies seem imperative. The exploration of teacher’s personal belief about their ability to effectively infuse technology and social media with their traditional teaching practices, may provide much needed insight about the role that teacher self-efficacy plays in this educational shift (Caner & Aydin, 2021; Phillip & Cain, 2015). Very few studies in the local and regional literature involve teacher self-efficacy as a variable of interest. Moreso, there has been no research to date that has sought to explore the role that teacher self-efficacy may play in the use of technology and social media in the classroom by teachers in Trinidad and Tobago. This current study proposed that teacher self-efficacy is a key variable to better understand teachers’ use of technology and social media in the classroom.</p> <p>Method</p> <p>This study used a quantitative approach, with a descriptive, non-experimental, and correlational research design methodology. The sample consisted of 200 in-service teachers from primary and secondary schools working in public (government and government-assisted) schools in Trinidad and Tobago. The data for this study was collected using an online survey instrument that consisted of the following four sections which consisted of 97 items in total. Data was analysed using Statistical Package for Social Sciences Statistics 27 (SPSS-27, IBM) and Analysis of Moment Structures 27 (AMOS-27) software. Both descriptive and inferential statistical analyses were conducted. To answer the research questions and hypotheses and to explore the relationships among the variables the following statistical procedures were employed: Structural Equation Modelling (SEM), T-test, One-way ANOVA, Kruskal-Wallis Test, Categorical Regression and Multiple Regression using dummy coded variables.</p> <p>Results</p> <p>Teachers of this study rated themselves as having ‘some degree’ to ‘quite a bit’ of teacher self-efficacy. Positive relationships were also found between teacher self-efficacy and technology integration and social media use. Group differences did not exist between teacher self-efficacy and the variables substantive post, type of institution, age, gender, education district, and experience. However, a significant and positive group difference was found between teacher self-efficacy and education attainment level. Regression analyses suggested that teacher self-efficacy was significantly predicted by post and qualifications. It was also found that teachers who possessed a Bachelor’s, Master’s or Doctoral degree were more likely to have higher teacher self-efficacy.</p> <p>Conclusions</p> <p>This study has provided meaningful, updated data of teachers’ self-efficacy in Trinidad and Tobago. The study also provided an exploration of how current data in the Caribbean relates to the theory itself and of its relevancy within the body of research. Bandura (1997) stated, "Perceived self-efficacy is concerned not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances" (p. 37). Teachers ought to contemplate their self-efficacy levels for accomplishing all classroom related tasks before engaging in such tasks. In this ever-changing technological era, having teachers with strong efficacious beliefs is important to successfully navigate changing technological and educational paradigms.</p>","abstract_has_math":false,"creators":["Edwards Sealey, Paula"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"School Psychology, Ph.D.","degree_department":null,"school":null,"contributors":["Rudolph Bailey","Jeannie Montagano","Nadia Nosworthy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:25Z","subjects":["Self-Efficacy","Technology","Social Media","Instructional Tools","Trinidad and Tobago","Educational Psychology","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1866","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rudolph Bailey","Jeannie Montagano","Nadia Nosworthy"]},{"key":"dc:creator","label":"Author","values":["Edwards Sealey, Paula"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology, Ph.D."]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-Efficacy","Technology","Social Media","Instructional Tools","Trinidad and Tobago","Educational Psychology","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1866"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
As the educational landscape in Trinidad and Tobago evolve post COVID-19, gaining an understanding of the purpose of teachers in the implementation of national and ministerial ICT policies seem imperative. The exploration of teacher’s personal belief about their ability to effectively infuse technology and social media with their traditional teaching practices, may provide much needed insight about the role that teacher self-efficacy plays in this educational shift (Caner & Aydin, 2021; Phillip & Cain, 2015). Very few studies in the local and regional literature involve teacher self-efficacy as a variable of interest. Moreso, there has been no research to date that has sought to explore the role that teacher self-efficacy may play in the use of technology and social media in the classroom by teachers in Trinidad and Tobago. This current study proposed that teacher self-efficacy is a key variable to better understand teachers’ use of technology and social media in the classroom.
Method
This study used a quantitative approach, with a descriptive, non-experimental, and correlational research design methodology. The sample consisted of 200 in-service teachers from primary and secondary schools working in public (government and government-assisted) schools in Trinidad and Tobago. The data for this study was collected using an online survey instrument that consisted of the following four sections which consisted of 97 items in total. Data was analysed using Statistical Package for Social Sciences Statistics 27 (SPSS-27, IBM) and Analysis of Moment Structures 27 (AMOS-27) software. Both descriptive and inferential statistical analyses were conducted. To answer the research questions and hypotheses and to explore the relationships among the variables the following statistical procedures were employed: Structural Equation Modelling (SEM), T-test, One-way ANOVA, Kruskal-Wallis Test, Categorical Regression and Multiple Regression using dummy coded variables.
Results
Teachers of this study rated themselves as having ‘some degree’ to ‘quite a bit’ of teacher self-efficacy. Positive relationships were also found between teacher self-efficacy and technology integration and social media use. Group differences did not exist between teacher self-efficacy and the variables substantive post, type of institution, age, gender, education district, and experience. However, a significant and positive group difference was found between teacher self-efficacy and education attainment level. Regression analyses suggested that teacher self-efficacy was significantly predicted by post and qualifications. It was also found that teachers who possessed a Bachelor’s, Master’s or Doctoral degree were more likely to have higher teacher self-efficacy.
Conclusions
This study has provided meaningful, updated data of teachers’ self-efficacy in Trinidad and Tobago. The study also provided an exploration of how current data in the Caribbean relates to the theory itself and of its relevancy within the body of research. Bandura (1997) stated, \"Perceived self-efficacy is concerned not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances\" (p. 37). Teachers ought to contemplate their self-efficacy levels for accomplishing all classroom related tasks before engaging in such tasks. In this ever-changing technological era, having teachers with strong efficacious beliefs is important to successfully navigate changing technological and educational paradigms.
"]},{"key":"dc:title","label":"Title","values":["Teacher Self-Efficacy Perceptions for Technology Integration and Social Media Use as Instructional Tools: Future Implications for Pedagogy In Trinidad and Tobago"]}]}],"canonical_facts":{"dc:contributor":["Rudolph Bailey","Jeannie Montagano","Nadia Nosworthy"],"dc:creator":["Edwards Sealey, Paula"],"dc:date.available":["2026-06-30T07:00:00Z"],"dc:description.abstract":["Problem
As the educational landscape in Trinidad and Tobago evolve post COVID-19, gaining an understanding of the purpose of teachers in the implementation of national and ministerial ICT policies seem imperative. The exploration of teacher’s personal belief about their ability to effectively infuse technology and social media with their traditional teaching practices, may provide much needed insight about the role that teacher self-efficacy plays in this educational shift (Caner & Aydin, 2021; Phillip & Cain, 2015). Very few studies in the local and regional literature involve teacher self-efficacy as a variable of interest. Moreso, there has been no research to date that has sought to explore the role that teacher self-efficacy may play in the use of technology and social media in the classroom by teachers in Trinidad and Tobago. This current study proposed that teacher self-efficacy is a key variable to better understand teachers’ use of technology and social media in the classroom.
Method
This study used a quantitative approach, with a descriptive, non-experimental, and correlational research design methodology. The sample consisted of 200 in-service teachers from primary and secondary schools working in public (government and government-assisted) schools in Trinidad and Tobago. The data for this study was collected using an online survey instrument that consisted of the following four sections which consisted of 97 items in total. Data was analysed using Statistical Package for Social Sciences Statistics 27 (SPSS-27, IBM) and Analysis of Moment Structures 27 (AMOS-27) software. Both descriptive and inferential statistical analyses were conducted. To answer the research questions and hypotheses and to explore the relationships among the variables the following statistical procedures were employed: Structural Equation Modelling (SEM), T-test, One-way ANOVA, Kruskal-Wallis Test, Categorical Regression and Multiple Regression using dummy coded variables.
Results
Teachers of this study rated themselves as having ‘some degree’ to ‘quite a bit’ of teacher self-efficacy. Positive relationships were also found between teacher self-efficacy and technology integration and social media use. Group differences did not exist between teacher self-efficacy and the variables substantive post, type of institution, age, gender, education district, and experience. However, a significant and positive group difference was found between teacher self-efficacy and education attainment level. Regression analyses suggested that teacher self-efficacy was significantly predicted by post and qualifications. It was also found that teachers who possessed a Bachelor’s, Master’s or Doctoral degree were more likely to have higher teacher self-efficacy.
Conclusions
This study has provided meaningful, updated data of teachers’ self-efficacy in Trinidad and Tobago. The study also provided an exploration of how current data in the Caribbean relates to the theory itself and of its relevancy within the body of research. Bandura (1997) stated, \"Perceived self-efficacy is concerned not with the number of skills you have, but with what you believe you can do with what you have under a variety of circumstances\" (p. 37). Teachers ought to contemplate their self-efficacy levels for accomplishing all classroom related tasks before engaging in such tasks. In this ever-changing technological era, having teachers with strong efficacious beliefs is important to successfully navigate changing technological and educational paradigms.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1866"],"dc:subject":["Self-Efficacy","Technology","Social Media","Instructional Tools","Trinidad and Tobago","Educational Psychology","Educational Technology"],"dc:title":["Teacher Self-Efficacy Perceptions for Technology Integration and Social Media Use as Instructional Tools: Future Implications for Pedagogy In Trinidad and Tobago"],"thesis:degree_discipline":["School Psychology, Ph.D."],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:54:25Z"}