An Examination of the Relationship Between Japanese School Teachers' Attitudes Toward Inquiry-Based Learning, Self-Efficacy, and ICT Skills

Abstract

This study employs structural equation modeling to explore how teacher self-efficacy and ICT skills influence attitudes toward inquiry-based learning. By analyzing comprehensive survey data, we reveal that high self-efficacy negatively impacts the adoption of new ICT skills, while low self-efficacy positively influences these skills. Additionally, enhanced ICT skills improve attitudes toward inquiry-based learning across all groups. These findings suggest the need for tailored teacher training programs that consider varying levels of self-efficacy and ICT proficiency.