Keyword: technological self-efficacy

ABSTRACT: This study explores the influence of teacher characteristics on technological self-efficacy within the context of Ghana’s standard-based curriculum. Utilizing an explanatory sequential mixed-method design, surveyed 280 in-service teachers. Quantitatively, the study found teacher-student interaction characteristics and humanistic and justice characteristics as closely dominated teacher characteristics. As well, these dimensions significantly predicted various aspects of teachers’ technological self-efficacy. Qualitatively, the study established how these characteristics are manifested in teachers’ classroom practices, highlighting the importance of interactive methods and empathy in fostering student engagement and technological competence. The findings underscore the need for tailored professional development programs that address varying levels of technological self-efficacy among teachers. The study concludes that enhancing teachers’ technological self-efficacy requires a holistic approach, integrating technical skills with humanistic values to create inclusive and effective learning environments.