Teachers’ perceived information literacy self-efficacy

Miri Shonfeld, Noa Aharony, Noa Nadel-Kritz

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


The aim of this research was to examine the factors that might correlate with variables that may explain teachers’ perceptions of their information literacy self-efficacy level. The study was conducted among 101 teachers during the 2018 academic year. It used the following questionnaires: information literacy self-efficacy level, being a digital newcomer/native, personality variables taken from the Big Five model, mastery of computer applications, personal characteristics, and participation in a digital program. Researchers used a quantitative methodology. Findings present a correlation between teachers’ perceptions of their information literacy self-efficacy level and openness to experience and neuroticism, teachers’ level of digital skills, and teachers’ participation in a digital program. We propose that the ministry of education should focus on developing pre-service teachers’ and teachers’ information literacy skills, thus enhancing their information literacy self-efficacy.

Original languageEnglish
Pages (from-to)494-507
Number of pages14
JournalJournal of Librarianship and Information Science
Issue number3
StatePublished - Sep 2022

Bibliographical note

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  • Information literacy
  • digital literacy
  • personality traits
  • self-efficacy
  • teachers


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