Teachers' ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study

Kevın Caratıquıt; Billy Javier

doi:10.17275/per.25.31.12.3

EN

Teachers' ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study

Abstract

In the modern era of education, there is a greater emphasis on technology, and teachers are required to have a high level of digital proficiency. This study investigated the mediating and moderating role of techno-efficacy and school support in the relationship between teachers' ICT competence and attitude towards digital use in teaching among secondary schools in Cagayan, Philippines. It employed a correlational research design. The respondents were 118 teachers, and the results were calculated using the Lynch formula. The study found that teachers' techno-efficacy mediates the positive relationship between ICT competence and attitude towards digital use in teaching. In addition, school support moderates the strength of the relationship between ICT competence and attitude towards digital use in teaching. This implies that techno-efficacy intervenes in the relationship between ICT competence and attitude towards digital use in teaching and that school support influences the strength of this relationship. These findings highlight the importance of providing adequate ICT tools, robust infrastructure, continuous professional development, collaborative opportunities, innovative teaching methods, supportive leadership, and regular evaluation of training programs.

Keywords

ICT competence, techno-efficacy, school support, attitude towards digital use in teaching, mediation, and moderation analysis

Project Number

5

References

Abdul Hamid, M., Salleh, S., & Laxman, K. (2020). A study on the factors influencing students' acceptance of learning management systems (LMS): A Brunei case study. International Journal of Technology in Education and Science, 4(3), 203-217. https://doi.org/10.46328/ijtes.v4i3.101
Ahmed, V., & Opoku, A. (2021). Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic. Education and Information Technologies, 27(1), 365-405. https://doi.org/10.1007/s10639-021-10706-w
AlAjmi, M. K. (2022). The impact of digital leadership on teachers' technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 101928. https://doi.org/10.1016/j.ijer.2022.101928
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16
Al‐Mamary, Y. H. (2020). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1). https://doi.org/10.1002/pa.2330
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
Anthony Jnr., B. (2021). An exploratory study on academic staff perception towards blended learning in higher education. Education and Information Technologies, 27(3), 3107-3133. https://doi.org/10.1007/s10639-021-10705-x
Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers' digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 107266. https://doi.org/10.1016/j.chb.2022.107266
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2019). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35(4), 236-248. https://doi.org/10.1177/0162643419864858
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173

Barton, E. A., & Dexter, S. (2019). Sources of teachers' self-efficacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development, 68(1), 89-108. https://doi.org/10.1007/s11423-019-09671-6
Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13101
Bilbao Aiastui, E., Arruti Gómez, A., & Carballedo Morillo, R. (2021). A systematic literature review about the level of digital competences defined by DigCompEdu in higher education. Aula Abierta, 50(4), 841-850. https://doi.org/10.17811/rifie.50.4.2021.841-850
Binti Daud, R. (2021). Face and Content Validity For The Special Education Leadership (Integration) Questionnaire In Malaysia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(11), 5172-5178.
Bolaji, H. O., & Adeoye, M. A. (2022). Accessibility, Usability, and Readiness Towards ICT Tools for Monitoring Educational Practice in Secondary Schools in Ilorin Metropolis. Indonesian Journal of Multidiciplinary Research, 2(2), 257-264. https://ejournal.upi.edu/index.php/IJOMR/article/download/48247/19584
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0130-1
Borup, J., & Evmenova, A. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a College of Education. Online Learning, 23(2). https://doi.org/10.24059/olj.v23i2.1468
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2020). Teachers' exposure to professional development and the quality of their instructional technology use: The mediating role of teachers' value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188-204. https://doi.org/10.1080/15391523.2020.1830895
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators ( Digcompedu) . European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students' self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1). https://doi.org/10.1057/s41599-021-00860-4
Chiu, T. K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational technology research and development, 70(3), 931-949. https://doi.org/10.1007/s11423-022-10096-x
Clemen, I. G., Ali, H., Abdulmadid, A. N., & Jabbar, J. H. (2021). Education During COVID-19 Era: Readiness of Students in a Less-Economically Developed Country for E-Learning. IMCC Journal of Science, 1(2), 94-101. https://www.econstor.eu/handle/10419/234960
DepED. (2016). Do 35, S. 2016 – The Learning Action Cell as a K to 12 basic education program ScSchool-based continuing professional development strategy for the improvement of teaching and learning. Department of Education. https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/
DepED. (2022). 2022 Brigada Eskwela Implementing Guidelines. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2022/08/DM_s2022_062.pdf
DepED. (2023, January 23). DM No. 026, s. 2023 | Microsoft 365 Adoption. Deped Makati City | Deped Makati City. https://depedmakati.ph/index.php/2023/01/23/dm-no-026-s-2023-microsoft-365-adoption/
Deroncele-Acosta, A., Palacios-Núñez, M. L., & Toribio-López, A. (2023). Digital transformation and technological innovation on higher education Post-COVID-19. Sustainability, 15(3), 2466. https://doi.org/10.3390/su15032466
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2019). Exploring the structural relationship among teachers' Technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147-157. https://doi.org/10.1007/s40299-019-00461-5
Dursun, O. O. (2019). Pre-service information technology teachers' self-efficacy, self-esteem and attitudes towards teaching: A four-year longitudinal study. Contemporary Educational Technology, 10(2), 137-155. https://doi.org/10.30935/cet.554478
Eremie, I., & Agi, U. K. (2020). Information and Communication Technology (ICT) Skills and Efficient Management of Educational Resources in Public Secondary Schools. Journal of the International Society for Teacher Education, 24(1), 36-47. https://files.eric.ed.gov/fulltext/EJ1304612.pdf
Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating sustainable development goals in educational institutions. The International Journal of Management Education, 19(2), 100494. https://www.sciencedirect.com/science/article/pii/S1472811721000434
Fuente, J. A. D., & Biñas, L. C. (2020). Teachers' competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science, and Technology, 5(2), 61-76. https://jrest.net/index.php/jrest/article/view/50
Gomez, F. C., Trespalacios, J., Hsu, Y., & Yang, D. (2021). Exploring teachers' technology integration self-efficacy through the 2017 ISTE standards. TechTrends, 66(2), 159-171. https://doi.org/10.1007/s11528-021-00639-z
González-López, Ó. R., Buenadicha-Mateos, M., & Sánchez-Hernández, M. I. (2021). Overwhelmed by Technostress? Sensitive archetypes and effects in times of forced digitalization. International Journal of Environmental Research and Public Health, 18(8), 4216. https://doi.org/10.3390/ijerph18084216
Hafifah, G. N., & Sulistyo, G. H. (2020). Teachers' ICT Literacy and ICT Integration in ELT in the Indonesian Higher Education Setting. Turkish Online Journal of Distance Education, 21(3), 186-198. https://doi.org/10.17718/tojde.762050
Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Hashim, H. (2018). Application of technology in the Digital Era education. International Journal of Research in Counseling and Education, 1(2), 1. https://doi.org/10.24036/002za0002
Hassan, R., & Bin Ismail, A. (2022). The development of Malaysia TVET teacher training (TT-TVET). Technical and Vocational Education and Training: Issues, Concerns and Prospects, 255-275. https://doi.org/10.1007/978-981-16-6474-8_16
Hayes, A. F. (2009). Beyond baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360
Hidayat, D. N., Lee, J. Y., Mason, J., & Khaerudin, T. (2022). Digital technology supporting English learning among Indonesian university students. Research and Practice in Technology Enhanced Learning, 17(1). https://doi.org/10.1186/s41039-022-00198-8
Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers' ICT integration proficiency over time. Computers & Education, 111, 18-30. https://doi.org/10.1016/j.compedu.2017.04.001
Huang, X., & Mayer, R. E. (2018). Adding self-efficacy features to an online statistics lesson. Journal of Educational Computing Research, 57(4), 1003-1037. https://doi.org/10.1177/0735633118771085
Hwang, E. S., & Kim, J. K. (2023). Success factors of evidence-based training for pilots. Information Development, 026666692311591. https://doi.org/10.1177/02666669231159100
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators' technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. https://doi.org/10.1016/j.compedu.2019.103760
Iliyasu, R., & Etikan, I. (2021). Comparison of quota sampling and stratified random sampling. Biometrics & Biostatistics International Journal, 10(1), 24-27. https://doi.org/10.15406/bbij.2021.10.00326
Johnston, K. (2021). Key skills in the context of twenty-first-century teaching and learning. Curriculum Change within Policy and Practice, 85-104. https://doi.org/10.1007/978-3-030-50707-7_5
Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability, 12(19), 8188. https://doi.org/10.3390/su12198188
Kent, A. M., & Giles, R. M. (2017). Preservice Teachers' Technology Self-Efficacy. SRATE Journal, 26(1), 9-20. https://files.eric.ed.gov/fulltext/EJ1134392.pdf
Kock, N. (2021). WarpPLS user manual: version 6.0. Laredo, TX: ScriptWarp Systems. https://scriptwarp.com/warppls/UserManual_v_8_0.pdf
Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption. British Journal of Educational Technology, 53(5), 1389-1411. https://doi.org/10.1111/bjet.13200
Laver, K., George, S., Ratcliffe, J., & Crotty, M. (2011). Measuring technology self efficacy: Reliability and construct validity of a modified computer self efficacy scale in a clinical rehabilitation setting. Disability and Rehabilitation, 34(3), 220-227. https://doi.org/10.3109/09638288.2011.593682
Lee, Y. (2023). Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12777
Lupina, S. P. (2021). A Multiple Case Study on The Implementation of DepEd Computerization Program (DCP): School Heads' Initiatives In Focus. https://www.researchgate.net/profile/shane_lupina/publication/363632204_a_multiple_case_study_on_the_implementation_of_deped_computerization_program_dcp_school_heads'_initiatives_in_focus/links/6325e270873eca0c0094eeff/a-multiple-case-study-on-the-implementation-of-deped-computerization-program-dcp-school-heads-initiatives-in-focus.pdf
MacKinnon, D. P., & Valente, M. (2019). Mediation analysis. Psychology. https://doi.org/10.1093/obo/9780199828340-0245
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring teacher perceptions and motivations to ICT use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18, 293-317. https://doi.org/10.28945/4366
Mäkiniemi, J., Ahola, S., & Joensuu, J. (2020). A novel construct to measure employees' technology-related experiences of well-being: Empirical validation of the techno-work engagement scale (TechnoWES). Scandinavian Journal of Work and Organizational Psychology, 5(1). https://doi.org/10.16993/sjwop.79
McFarlane, A. E. (2019). Devices and desires: Competing visions of a good education in the digital age. British Journal of Educational Technology, 50(3), 1125-1136. https://doi.org/10.1111/bjet.12764
Memon, M. A., Cheah, J., Ramayah, T., Ting, H., Chuah, F., & Cham, T. H. (2019). Moderation analysis: Issues and guidelines. Journal of Applied Structural Equation Modeling, 3(1), i-xi. https://doi.org/10.47263/jasem.3(1)01
Mitchell, P. (2021). Teacher Technology Self-Efficacy and its Impact on Instructional Technology Integration". Doctor of Education Dissertations. 58. https://digitalcommons.gardner-webb.edu/education-dissertations/58
Mittal, S., Mahendra, S., Sanap, V., & Churi, P. (2022). How can machine learning be used in stress management: A systematic literature review of applications in workplaces and education. International Journal of Information Management Data Insights, 2(2), 100110. https://doi.org/10.1016/j.jjimei.2022.100110
Mumbing, L., Abequibel, B., Buslon, J., & Alieto, E. (2021). Digital Education, the New Frontier: Determining Attitude and Technological Competence of Language Teachers from a Developing Country. Asian ESP Journal, 17(4.3), 300-328. https://www.asian-esp-journal.com/volume-17-issue-4-3-may-2021/
Mwapwele, S., Marais, M., Dlamini, S., & Biljon, J. (2019). Teachers' ICT adoption in South African rural schools: A study of technology readiness and implications for the South Africa connect broadband policy. The African Journal of Information and Communication (AJIC), (24). https://doi.org/10.23962/10539/28658
Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2021). Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers' intention to use mobile Internet. Computers and Education Open, 2, 100041. https://doi.org/10.1016/j.caeo.2021.100041
Official Gazette. (2013, May 15). Republic Act No. 10533 | Enhanced Basic Education Act of 2013. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Ogunjimi, B. E., Eyong, I. U., & Offon, E. U. (2022). Information literacy skills and the utilization of information resources by public health workers in federal neuro-psychiatric hospital Calabar. Advances in Social Sciences Research Journal, 9(3), 84-100. https://doi.org/10.14738/assrj.93.10498
Otterborn, A., Schönborn, K., & Hultén, M. (2018). Surveying preschool teachers' use of digital tablets: General and technology education related findings. International Journal of Technology and Design Education, 29(4), 717-737. https://doi.org/10.1007/s10798-018-9469-9
Özgür, H. (2020). Relationships between teachers' technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Paciente, J. (2022). Information and Communication Technology (ICT) Knowledge, Skills, And Attitude: Basis for DEPED Support System. Psychology and Education: A Multidisciplinary Journal, 3(2), 125-137. https://zenodo.org/record/6865072
Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: Learning motivation as a mediator. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.564294
Parinasan, M. A., Rosal, M. M., Kilag, O. K., Groenewald, C. A., Groenewald, E., & Gepitulan, P. M. (2024). Public Sector Management Education in the Philippines for 21st Century Governance: Challenges, Strategies, and Innovation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(3), 67-72.
Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers' attitudes towards digital technologies. Education and Information Technologies, 26(5), 5041-5054. https://doi.org/10.1007/s10639-021-10439-w
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717-731. https://doi.org/10.3758/bf03206553
Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. The SAGE Sourcebook of Advanced Data Analysis Methods for Communication Research, 13-54. https://doi.org/10.4135/9781452272054.n2
Preacher, K., Rucker, D., & Hayes, A. (2006). Demystifying moderated mediation: A unified framework for investigating conditional mediation effects in psychological research. PsycEXTRA Dataset. https://doi.org/10.1037/e633962013-648
Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal's teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. https://doi.org/10.17220/mojet.2020.01.003
Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: Investigating EFL teachers' attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810. https://doi.org/10.1080/09588221.2020.1839106
Rohwer, E., Flöther, J., Harth, V., & Mache, S. (2022). Overcoming the "Dark side" of technology—A scoping review on preventing and coping with work-related Technostress. International Journal of Environmental Research and Public Health, 19(6), 3625. https://doi.org/10.3390/ijerph19063625
Roussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers' perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51(4), 377-397. https://doi.org/10.1080/15391523.2019.1666323
Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The c♭-model. Computers in Human Behavior, 121, 106794. https://doi.org/10.1016/j.chb.2021.106794
Scherer, R., & Teo, T. (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90-109. https://doi.org/10.1016/j.edurev.2019.03.001
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Semerci, A., & Aydın, M. K. (2018). Examining high school teachers' attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93-105. https://doi.org/10.29329/ijpe.2018.139.7
Siyam, N. (2019). Factors impacting special education teachers' acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035-2057. https://doi.org/10.1007/s10639-018-09859-y
Sprenger, D. A., & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (classroom response system, classroom chat, E-lEcturEs, and mobile virtual reality) after three months' usage. International Journal of Educational Technology in Higher Education, 18(1), 1-17. https://doi.org/10.1186/s41239-021-00243-4
Štemberger, T., & Čotar Konrad, S. (2021). Attitudes towards using digital technologies in education as an important factor in developing digital competence: The case of Slovenian student teachers. International Journal of Emerging Technologies in Learning (iJET), 16(14), 83. https://doi.org/10.3991/ijet.v16i14.22649
Taber, K. S. (2017). The use of Cronbach's Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers' beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422. https://doi.org/10.1007/s11858-020-01158-6
Treceñe, J. K. (2021). The digital transformation strategies of the Philippines from 1992 to 2022: A review. Engineering & Technology Review, 2(1), 8-13. https://doi.org/10.47285/etr.v2i1.66
Tursunalievich, A. Z., & Rahmat, A. (2021). Challenges in developing a digital educational environment. Aksara: Jurnal Ilmu Pendidikan Nonformal, 7(2), 247. https://doi.org/10.37905/aksara.7.2.247-254.2021
Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies precovid-19: Lessons for teacher education. PLOS ONE, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283
Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319-2339. https://doi.org/10.1111/bjet.13141
Wasserman, E., & Migdal, R. (2019). Professional development- Differences in teachers' attitudes between online and traditional training courses. Online Learning, 23(1). https://doi.org/10.24059/olj.v23i1.1299
Wei, H., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
Wilson, M. L. (2021). The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017. Journal of Research on Technology in Education, 55(2), 252-280. https://doi.org/10.1080/15391523.2021.1950085
Winwood, J. (2019). Using interviews. In Practical Research Methods in Education (pp. 12-22). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781351188395-2/using-interviews-jo-winwood
Yener, S., Arslan, A., & Kilinç, S. (2020). The moderating roles of technological self-efficacy and time management in the technostress and employee performance relationship through burnout. Information Technology & People, 34(7), 1890-1919. https://doi.org/10.1108/itp-09-2019-0462
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212

Details

Primary Language

English

Subjects

Education Management

Journal Section

Research Article

Authors

Kevın Caratıquıt ^*
0000-0003-0883-0300
Philippines

Billy Javier
0000-0001-7669-537X
Philippines

Early Pub Date

May 7, 2025

Publication Date

May 1, 2025

Submission Date

April 2, 2024

Acceptance Date

January 24, 2025

Published in Issue

Year 2025 Volume: 12 Number: 3

DOI

https://doi.org/10.17275/per.25.31.12.3

IZ

https://izlik.org/JA36TB64PM

APA

Caratıquıt, K., & Javier, B. (2025). Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study. Participatory Educational Research, 12(3), 1-21. https://doi.org/10.17275/per.25.31.12.3

AMA

1.Caratıquıt K, Javier B. Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study. PER. 2025;12(3):1-21. doi:10.17275/per.25.31.12.3

Chicago

Caratıquıt, Kevın, and Billy Javier. 2025. “Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study”. Participatory Educational Research 12 (3): 1-21. https://doi.org/10.17275/per.25.31.12.3.

EndNote

Caratıquıt K, Javier B (May 1, 2025) Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study. Participatory Educational Research 12 3 1–21.

IEEE

[1]K. Caratıquıt and B. Javier, “Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study”, PER, vol. 12, no. 3, pp. 1–21, May 2025, doi: 10.17275/per.25.31.12.3.

ISNAD

Caratıquıt, Kevın - Javier, Billy. “Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study”. Participatory Educational Research 12/3 (May 1, 2025): 1-21. https://doi.org/10.17275/per.25.31.12.3.

JAMA

1.Caratıquıt K, Javier B. Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study. PER. 2025;12:1–21.

MLA

Caratıquıt, Kevın, and Billy Javier. “Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study”. Participatory Educational Research, vol. 12, no. 3, May 2025, pp. 1-21, doi:10.17275/per.25.31.12.3.

Vancouver

1.Kevın Caratıquıt, Billy Javier. Teachers’ ICT Competence, Techno-Efficacy, School Support, and Attitude Towards Digital Use in Teaching: A Mediation and Moderation Study. PER. 2025 May 1;12(3):1-21. doi:10.17275/per.25.31.12.3