Stability and Change in Affective Characteristics of Teachers

S ummary . The purpose of the present study was to investigate the effects of Computer Assisted Instruction (CAI) on teaching self‐concept (TSC) and teachers' perceptions regarding allocated time to various instructional activities. Two groups of elementary school teachers (N=218) participated in the study: about half of the teachers (N=113) adopted a CAI system for drill and practice, while the others did not use computers in the classroom. All teachers were assessed prior to the installation of the CAI system in the schools and a year later. Results showed positive changes in affective characteristics of CAI teachers who were involved in school level decision‐making, while themain effects of CAI were not significant. The theoretical and practical implications of the findings are discussed

Computer-Assisted Instruction · Developmental psychology · Mathematics education · Pedagogy · Perception · Significant difference · Statistics · Education and Technology Integration · Gender and Technology in Education · Impact of Technology on Adolescents · Mathematics · Psychology