Exploring the relationship between teachers' mindset and their technology self-efficacy among the secondary school EFL teachers

Technology integration plays an integral role in the English language teaching classrooms today, yet many factors other than having the technical knowledge and accessing to digital devices contribute to teachers' success at technology integration in teaching. Among these are "teachers' technology self-efficacy" and "teachers' mindset"- the two variables of this study. The former is about their ability to use technology and the latter is about their understanding about where ability comes from. The research presents little reports on this topic. This quantitative study was conducted to examine the relationship between teacher's mindset and their technology self-efficacy among the in-service English teacher (n=146) who completed three instruments including demographic questionnaire, Dweck's Mindset Instrument (DMI) and Computer Technology Integration Survey (CTIS). As it is shown in data analysis there is a positive correlation between the variables of the research. Moreover, the mindset is a predictor of teachers' technology use self-efficacy. According to the findings, technology integration is essential for English language teachers. Regarding that, English language teachers should internalize the variables of the examination to have a better teaching atmosphere. Keywords: Foreign language, technology, mindset, implicit theories, self-efficacy.