| Summary: | This study examines the effect of self-efficacy, perceptions of principals’ support and
stages of concerns of teachers in Jordan Discovery schools on the integration of elearning
into their teaching. The moderator variables identified were gender and
teaching experiences. A total of 350 teachers were randomly stratified from all
secondary Discovery schools in the four districts (strata) of the capital, Amman. The
Concerns Based Approach Model and Rogers’ Diffusion of Innovation theory were used
in this study. Data was gathered quantitatively by the use of 4 self-reporting instruments
to measure (1) teachers’ self-efficacy, (2) perception of principals’ support, (3) teachers’
stages of concern and (4) teachers’ efforts to integrate e-learning into the teaching and
learning process.
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