Faculty Perception for Technology Integration in Nigeria University System: Implication for faculty quality curriculum design
Chidiebere R. Onyia, Maria Onyia

Abstract
Many Nigerian faculties are failing to effectively incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of faculty perception of self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between faculty perception of self-efficacy and technology adoption among Teacher Education faculty in Nigerian universities. The conceptual framework for the research is grounded in Bandura„s theory of self-efficacy. A sample of faculty members completed a 59-item Likert- type survey designed to measure self-efficacy as it relates to technology competence and integration within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 10 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of Teacher Education faculty as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

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