The relationship between teachers' information technology integration self-efficacy and TPACK A meta-analysis

Using the method of meta-analysis, this study explored the relationshipbetween teachers' self-efficacy and TPACK in the context of educationalinformation technology integration and focused on the moderating variablesthat affect the relationship. Through literature search, 28 independent effectsizes with 7,777 subjects were obtained. Heterogeneity test illustrated thatrandom effects model is appropriate. Funnel plot and Begg and Mazumdar'srank correlation test found there was no publication bias in this meta-analysis. After effect size test, it followed that teachers' information technologyintegration self-efficacy was significantly positively correlated with TPCK ( r=0.607, P<0.001 ). The moderating effect test indicated that the relationship wasmoderated by the subjects career stages, but not by gender, teaching stagesdisciplines, and measurement tools.

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