Pre-service high-school computer teachers: A study of relationships between complex variables

  • Dussadee Terdbaramee Learning Innovation and Technology, Faculty of Industrial Education and Technology,King Mongkut's University of Technology Thonburi, Thailand
  • Surachai Suksakulchai Department of Electrical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Thailand
  • Elizabeth Murphy Faculty of Education, Memorial University of Newfoundland


The role of the specialized high-school computer teacher is challenged by both students’ and non-computer teachers’ growing expertise in computers and technology in general. It is also challenged by a need to keep pace with a field that is constantly changing. Yet, few studies have investigated the complex variables that may affect computer teachers’ computer-related performance. This study investigated the relationships between multiple variables including demographics (gender, computer experience, etc.), global self-worth, computer self-concept, computer attitude and achievement. Data collection relied on a survey of 400 pre-service, high-school computer teachers. Implications point to the potential value of opportunities in computer-teacher education for teachers to reflect on the personal characteristics such as attitude, self-concept and affect that may potentially influence their behaviour and experiences as computer teachers.

Author Biographies

Dussadee Terdbaramee, Learning Innovation and Technology, Faculty of Industrial Education and Technology,King Mongkut's University of Technology Thonburi, Thailand
Dusadee Terdbaramee is a Ph.D. candidate in the Learning Innovation and Technology program in the Faculty of Industrial Education and Technology at King Mongkut’s University of Technology Thonburi, Thailand.
Surachai Suksakulchai, Department of Electrical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Thailand
Dr. Surachai Suksakulchai is an Associate Professor in The Department of Electrical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, Bangkok Thailand
Elizabeth Murphy, Faculty of Education, Memorial University of Newfoundland
Dr. Elizabeth Murphy is a retired professor from Memorial University of Newfoundland where she was the 2007-08 winner of the President's Award for Outstanding Research.


Agbatogun, A. (2010). Self-concept, computer anxiety, gender and attitude towards

interactive computer technologies: A predictive study among Nigerian teachers.

International Journal of Education and Development using Information and Communication Technology, 6(2), 55-68.

Almeida, M., Jameson, 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. doi:10.1177/875687051603500303

Australian Bureau of Statistics. (2018). Household use of information technology Australia,

-17. Retrieved from

Bracken, B. (1992). Examiner’s manual for the Multidimensional self-esteem scale. Austin,

TX: Pro-Ed.

Bracken, B., & Howell, K. (1991). Multidimensional self concept validation: A three-

instrument investigation. Journal of Psychoeducational Assessment, 9(4), 319-328. doi:10.1177/073428299100900403

Chong, S., Low, E., & Goh, K. (2011). Emerging professional teacher identity of pre-

service teachers. Australian Journal of Teacher Education, 36(8), 50-64.

Christoph, G., Goldhammer, F., Zylka, J., & Hartig, J. (2015). Adolescents' computer

performance: The role of self-concept and motivational aspects. Computers & Education, 81, 1-12. doi:10.1016/j.compedu.2014.09.004

Cocorada, E. (2015). The internet attitude with socio-humanities high-school and university

students. Romanian Journal of Experimental Applied Psychology, 6(1).

Deryakulu, D., & Olkun, S. (2007). Analysis of computer teachers' online discussion forum

messages about their occupational problems. Journal of Educational Technology & Society, 10(4).

Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in

school–the relevance of school characteristics, teachers’ attitudes and teacher

collaboration. Education and Information Technologies, 22(2), 551-573.


Durndell, A., & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards

the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18(5), 521-535. doi:10.1016/S0747-5632(02)00006-7

Eurostat Statistics Explained. (2017). Internet access and use statistics, households and

individuals 2016. Retrieved from


_households_and_individuals_-_2016_edition#Internet_access 2017

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in

a digital age: The IEA International Computer and Information Literacy Study International Report. Retrieved from

Genrich, R., Toleman, M., & Roberts, D. (2014, December). Impacting IT enrolments: What

factors most influence student career decisions. In Proceedings of the 25th Australasian Conference on Information Systems (ACIS 2014) (pp. 1-10). University of Auckland.

Halinski, S. & Feldt, S. (1970). The selection of variables in multiple regression analysis.

Journal of Educational Measurement, 7(3), 151-157.

Janneck, M., Vincent-Höper, S., & Ehrhardt, J. (2013). The computer-related self concept: a

gender-sensitive study. International Journal of Social and Organizational Dynamics

in IT (IJSODIT), 3(3), 1-16. doi:10.4018/ijsodit.2013070101

Kadijevich, D. (2000). Gender differences in computer attitude among ninth-grade students.

Journal of Educational Computing Research, 22(2), 145-154. doi:10.2190/K4U2-PWQG-RE8L-UV90

Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge

in a design seminar: Integrating content, pedagogy and technology. Computers &

Education, 49(3), 740-762. doi:10.1016/j.compedu.2005.11.012

Krauskopf, K., Foulger, S., & Williams, K. (2018). Prompting teachers’ reflection of their

professional knowledge. A proof-of-concept study of the Graphic Assessment of TPACK Instrument. Teacher Development, 22(2), 153-174. doi: 10.1080/13664530.2017.1367717

Kubiatko, M., & Haláková, Z. (2009). Slovak high school students’ attitudes to ICT using in

biology lesson. Computers in Human Behavior, 25(3), 743-748. doi:10.1016/j.chb.2009.02.002

Külekçı, G. (2009). Assessing the attitudes of pre-service English teachers towards the use of

the internet. Journal of Kirsehir Education Faculty, 10(3), 153-160.

Kumar, P., & Kumar, A. (2003). Effect of a web-based project on preservice and inservice

teachers’ attitude toward computers and their technology skills. Journal of Computing

in Teacher Education, 19(3), 87-92. doi:10.1080/10402454.2003.10784468

Lambert, J., Gong, Y., & Cuper, P. (2008). Technology, transfer, and teaching: The impact of

a single technology course on preservice teachers' computer attitudes and ability.

Journal of Technology and Teacher Education, 16(4), 385.

Langheinrich, J., Schönfelder, M., & Bogner, F. (2016). Measuring the computer-related

self-concept. Journal of Educational Computing Research, 54(3), 352-370.


Larbi-Apau, J., & Moseley, J. (2012). Computer attitude of teaching faculty: Implications for

technology-based performance in higher education. Journal of Information

Technology Education: Research, 11, 221-233.

Lian, F. (2017). Analysis of the impact of new media era on traditional computer

education. Eurasia Journal of Mathematics, Science and Technology Education,

(10), 6987-6993. doi:10.12973/ejmste/78712

Lyons, T. (2007). The professional development, resource and support needs of rural and

urban ICT teachers. Australian Educational Computing, 22(2), 22-31.

Mueller, J., & Wood, E. (2012). Patterns of beliefs, attitudes, and characteristics of teachers

that influence computer integration. Education Research International, 2012.


Mueller, J., Wood, E., & Willoughby, T. (2008). The integration of computer technology in

the classroom. Children's Learning in a Digital World, 272-297. doi:10.1002/9780470696682.ch11

Neeman, J. and Harter, S. 2012, Self-Perception profile for college students: Manual and

questionnaires. Denver, CO: University of Denver.

National Statistical Office Thailand. (2017). Exploration of information technology and

communication, in household, 2560. Retrieved from

Pamuk, S., & Peker, D. (2009). Turkish pre-service science and mathematics teachers’

computer related self-efficacies, attitudes, and the relationship between these

variables. Computers & Education, 53(2), 454-461. doi:10.1016/j.compedu.2009.03.004

Perrin, A. (2015). Americans’ Internet access: 2000-2015. Retrieved from

Petty, R., & Caciooop, J. (2018). Attitudes and persuasion: Classic and contemporary

approaches. New York, NY: Routledge.

Potosky, D., & Bobko, P. (2001). A model for predicting computer experience from attitudes

toward computers. Journal of Business and Psychology, 15(3), 391-404.


Rana, N. (2016). A study to assess teacher educators’ attitudes towards technology

integration in classrooms. MIER Journal of Educational Studies, Trends and

Practices, 2(2), 190-205.

Rovai, A., & Childress, M. (2002). Explaining and predicting resistance to computer

anxiety reduction among teacher education students. Journal of Research on

Computing in Education, 35(2), 226-235. doi:10.1080/15391523.2002.10782382

Sadik, A. (2006). Factors influencing teachers’ attitudes toward personal use and school use

of computers: New evidence from a developing nation. Evaluation Review, 30(1), 86-


Sáinz, M., & Eccles, J. (2012). Self-concept of computer and math ability: Gender

implications across time and within ICT studies. Journal of Vocational Behavior,

(2), 486-499. doi:10.1016/j.jvb.2011.08.005

Sang, G., Valcke, M., Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes

and ICT integration: Predictors of prospective teaching behaviors with educational

technology. Computers & Education, 54(1), 103-112.

Schumacher, P., & Morahan-Martin, J. (2001). Gender, Internet and computer attitudes and

experiences. Computers in Human Behavior, 17(1), 95-110.

Selwyn, N. (1997). Students' attitudes toward computers: Validation of a computer attitude

scale for 16–19 education. Computers & Education, 28(1), 35-41.

Shapka, J., & Ferrari, M. (2003). Computer-related attitudes and actions of teacher

candidates. Computers in Human Behavior, 19(3), 319-334. doi:10.1016/j.compedu.2009.03.004

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard

Educational Review, 57(1), 1-23.

Song, C. (2014, June). Higher vocational college computer education dilemma and

solution ways exploration. In 3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press.

Sun, S. (2008). An examination of disposition, motivation, and involvement in the new

technology context computers in human behavior. Computers in Human Behavior,

(6), 2723-2740. doi:10.1016/j.chb.2008.03.016

Teng, F. (2017). Emotional development and construction of teacher identity: Narrative

interactions about the pre-service teachers' practicum experiences. Australian Journal

of Teacher Education (Online), 42(11), 117.

Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey.

Australasian Journal of Educational Technology, 24(4), 413-424.


Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: applying

and extending the technology acceptance model in an educational context. Interactive

Learning Environments, 18(1), 65-79. doi:10.1080/10494820802231327

Teo, T., Lee, C., & Chai, C. (2008). Understanding pre‐service teachers' computer attitudes:

Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143. doi:10.1111/j.1365-2729.2007.00247.x

Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of

what matters in the training of pre-service teacher's ICT competencies. Computers &

Education, 122, 32-42. doi:10.1016/j.compedu.2018.03.002

Tsitouridou, M., & Vryzas, K. (2003). Early childhood teachers’ attitudes towards computer

and information technology: The case of Greece. Information Technology in Childhood Education Annual, (1), 187-207.

Yadav, A., Gretter, S., Hambrusch, S., & Sands, P. (2016). Expanding computer science

education in schools: Understanding teacher experiences and challenges. Computer

Science Education, 26(4), 235-254. doi:10.1080/08993408.2016.1257418

Yan, Z., & Fischer, W. (2004). How children and adults learn to use computers: A

developmental approach. New Directions for Child and Adolescent Development,

(105), 41-61. doi: 10.1002/cd.110

Yildirim, S. (2000). Effects of an educational computing course on preservice and inservice

teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495. doi:10.1080/08886504.2000.10782293

Yuen, H., & Ma, W. (2001). Teachers' computer attitudes: Factors influencing the

instructional use of computers. In Proceedings of the International Conference on Computers in Education 2001, Korea. Incheon National University of Education.

Yuen, A., & Ma, W. (2002). Gender differences in teacher computer acceptance.

Journal of Technology and Teacher Education, 10(3), 365-382.

Yusuf, M., & Balogun, M. (2011). Student-teachers' competence and attitude towards

information and communication technology: A case study in a Nigerian university.

Contemporary Educational Technology, 2(1), 18-36.

Zagami, J. (2015). An analysis of 27 years of research into computer education published in

Australian Educational Computing. Australian Educational Computing, 30(1).

How to Cite
Terdbaramee, D., Suksakulchai, S., & Murphy, E. (2018). Pre-service high-school computer teachers: A study of relationships between complex variables. Australian Educational Computing, 33(1). Retrieved from
Research Articles (Refereed/Reviewed)