Abstract:

In the past few decades we have witnessed an ongoing process whereby innovative technology has become an integral and inseparable part of our lives. The pace of technological and innovative change, which characterizes this era, is increasing exponentially and requires renewed adaptation in many fields of the educational system. Unlike in the past, today it is clear to all that assimilating innovative technology in educational institutions is a necessary and imperative process. The questions now, in fact, are what are the right conditions for assimilation and who are the relevant people involved in this process?

Teachers have the most central part in the whole process, they are the ones in charge of bringing and integrating this innovative technology into the classroom, their perceptions are expressed in a system of latent or unconscious assumptions in educational topics and processes such as teaching, learning, curriculum planning, learning environments and knowledge (Kozma 2003).

This research concentrates on the teacher's sense of self-efficacy in relation to a person's ability to deal with a wide range of demands. The teacher's self-efficacy relates to the teacher's faith in his or her ability to perform successful behavior that will lead to the desired outcome. Indeed, it has been found that self-efficacy often leads to different outcomes in people, even when their skills are similar. Teachers with a high self-efficacy will portray stability and a high sense of self-worth regarding the choice of tasks to perform, the degree of effort invested and the ability to persevere (Bandura, 1997).

The purpose of this research is to examine the relationship between self- efficacy and the assimilation of innovative technology in secondary schools.
The research was conducted using the quantitative method. The population of the research included 100 teachers who teach in secondary schools in the State of Israel, who answered a questionnaire that contained questions regarding self-efficacy, questions regarding the degree of innovative technology in the educational process and demographic data.

The research findings indicate that there is a definite relationship between self-efficacy and the degree of assimilation of innovative technology in the teaching process. In addition, a positive connection was found between seniority and self-efficacy. There was also a definitive relationship between the number of professional training courses in ICT the teacher participated in and the degree of self-efficacy. The contribution of this research is an expansion of how to assimilate innovative technology in schools, and how the sense of self-efficacy of teachers affects this assimilation.

Keywords:

Self-efficacy, technology, ICT.