Investigation of the Relationship Between teachers’ Computational Thinking Self-Efficacy and their Attitudes Towards Use of Computational Thinking Skills

Abstract

This study aims to determine the levels of teachers’ self-efficacy in computational thinking and attitudes toward using computational thinking skills. It also investigates the relationship between computational thinking self-efficacy and attitudes toward using CT skills. To achieve these objectives, the descriptive correlational approach was utilized. The study sample consisted of (320) teachers from Saudi Arabia. The study tools are a computational thinking self-efficacy scale and attitudes toward using computational thinking skills scale. The results revealed a medium level of teachers’ computational thinking self-efficacy and attitudes toward using CT skills. In addition, there is a statistically significant relationship between teachers’ computational thinking self-efficacy and attitudes toward using CT skills. In light of the results, the current study suggests developing and implementing educational interventions that enhance teachers’ computational thinking self-efficacy and positive attitudes toward using computational thinking and incorporating non-cognitive aspects related to computational thinking into teacher preparation programs..