The effects of formal and informal learning opportunities on teachers’ ICT-related attitudes and self-efficacy

The integration of information and communications technology (ICT) in education is increasingly emphasised, with teachers’ attitudes and self-efficacy regarded as pivotal for ICT use. This study explores ICT-related attitudes and self-efficacy among 1608 teachers in Germany. It examines how formal and informal teacher professional development (TPD) activities, along with personal and school characteristics, are associated with these factors. Teachers generally display moderately positive attitudes (M = 2.73, SD = 0.62) and self-efficacy (M = 2.73, SD = 0.66) in ICT use, measured on a 4-point Likert scale. Informal learning activities significantly predicted ICT-related self-efficacy (β = 0.15), exceeding the impact of formal TPD (β = 0.08). However, neither type of TPD strongly predicts ICT-related attitudes. The study highlights the potential of combining structured training with informal learning to support ICT use. These findings inform strategies to enhance teachers’ digital readiness, address individual needs, and foster engagement with technology in education.