Professor's attitudes towards ICT and self-assessment of educational work

Resumen

The post-pandemic world is characterized by incorporating Information and Communication Technologies (ICT) into the teaching-learning process at all educational levels. The professor's predispositions as a facilitating agent of didactic experiences could be linked to his self-evaluation of what he does in the classroom. Therefore, the main objective of the research was to determine the relationship between professors' attitude towards ICT and their ability to self-assessment their educational work in the university environment. The research followed the quantitative, correlational and non-experimental cross-sectional approach; the final sample was made up of 105 engineering career professors. According to the findings, the attitude towards the use of ICT is positively and significantly related to the professor's self-assessment of their educational work (r=.621, p <.00); the cognitive, affective and behavioral dimensions of the attitude towards ICT also presented positive relationships. On the other hand, it has been seen that industrial engineering professors present higher scores in the affective dimension of attitude towards ICT and in the self-assessment variable; furthermore, the youngest professors are the ones with the highest scores in the two study variables.