LAUSR

Considering teachers’ attitudes as an important factor influencing pupils’ learning performance, personality, attitudes and actions, this study explored differences in high school general technology teachers’ attitudes towards technology in regard of the personal factors of gender, teaching experience, pre-service major and in-service training frequency. The result showed that Chinese high school general technology teachers were positive about teaching technology, valued the importance of technology and the technology curriculum, enjoyed teaching technology, and had confidence in their teaching. However, some teachers faced difficulties and had gender stereotypes about teaching technology, were worried about their teaching, and felt that there was little external support for their teaching. It was deduced that technology teachers’ gender beliefs about technology may not only be the result of differences in individual cognition, but could also be influenced by the male attributes of technology; the accumulation of teaching experience has a subconscious and implicit impact on technology teachers’ attitudes towards technology; subject matter knowledge and pedagogical content knowledge in technology teachers’ pre-service majors are important factors influencing their attitudes towards technology; and in-service training events could be used as a means of reinforcement and stimulation to improve teachers’ attitudes towards technology.