Department of Teaching, Learning and Teacher Education


First Advisor

Amanda Thomas

Second Advisor

Guy Trainin

Date of this Version

Summer 8-1-2021


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Instructional Technology), Under the Supervision of Professors Amanda Thomas and Guy Trainin. Lincoln, Nebraska: April, 2021

Copyright © 2021 Fitsum F. Abebe


The purpose of this study was threefold. First, it examined K-6 pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy for math content area. Second, it identified the impact of Technology Knowledge (TK), Pedagogy Knowledge (PK) and Content Knowledge (CK) self-efficacy on TPACK self-efficacy. Third, it evaluated the change of pre-service TK, PK, CK and TPACK self-efficacy during a semester. The study was guided by Technological Pedagogical and Content Knowledge (TPACK) theoretical framework and Social Cognitive Theory on self-efficacy.

The study adapted the widely used Schmidt, D. A. et al. (2009) survey instrument to address the purposes of this study. Interview data was collected to address content and face validity of the instrument and to understand pre-service teachers’ experience during their teacher education program.

Based on the pre-service interview results (n = 8), the findings provided sufficient evidence of content and face validity of the instrument used in the study. A sample of (n = 239) post survey data at the end of a math block at Midwestern public university (in the United States) teacher education program was used in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) analysis. The study validated a four-factor correlated measure TK, PK, CK and TPACK pre-service teachers’ self-efficacy using CFA.

The SEM result indicated TK and PK self-efficacy significantly predicted TPACK self-efficacy in K-6 Math. However, CK self-efficacy did not predict TPACK self-efficacy. The pre-service teachers believe technology helps more to teach higher and complex level math contents. This belief might have brought the insignificant result on the prediction of CK on TPACK self-efficacy in elementary math content. Finally, the repeated measure ANOVA (n =158) result revealed significant changes in TK, PK, CK and TPACK self-efficacy during a semester based on paired pre and post data during a third-year math block.

Based on the findings, this study provided recommendations. The recommendations included, but were not limited to, TPACK intervention study specific to elementary math content.

Advisors: Amanda Thomas and Guy Trainin