Teachers' Performance in Integrating Technology in The Digital Era Through Professional Competence and Self-Efficacy

Ika Ratih Sulistiani; Mutiara Sari Dewi

doi:10.18592/aladzkapgmi.v14i1.11016

Authors

Ika Ratih Sulistiani Islamic University of Malang, Indonesia
Mutiara Sari Dewi Islamic University of Malang, Indonesia

DOI:

https://doi.org/10.18592/aladzkapgmi.v14i1.11016

Keywords:

Self-efficacy;Technology Integration Performance;Technology Professional knowledge

Abstract

This study is to ascertain the impact of teachers in MIN 1 Malang City regarding technology professional knowledge, self-efficacy, and the efficacy of technology integration performance. It also seeks to ascertain the relationship between these variables. This study employs a quantitative methodology within the framework of a descriptive-explanatory research design. Based on teaching experience spanning more than five years, 103 teachers, or 45.5% of the total population, comprise the samples, as determined by the sample calculation using the Slovin formula. A questionnaire with a measurement scale ranging from 1 to 5 was the instrument utilized. Descriptive statistical analysis and structural equation modeling (SEM) were used as data analysis methodologies. Teacher Technology Professional Knowledge, Teacher Self-Efficacy, and Technology Integration Performance of MIN 1 Malang City Teachers meet high criteria with a PPT value of 3.87 (77.4%), EF of 3.54 (70.8%), and KIT of 3.53 (70.6%). The dimension of technology content knowledge, the dimension of confidence for students, and the dimension of ICT confidence have the greatest influence on each variable by providing the highest value on its indicators. There is an influence of technology professional knowledge on technology integration performance in learning through teacher self-efficacy in MIN 1 Malang City. It can be said that the higher the professional knowledge of technology and teacher self-efficacy, the more effective integrating technology is.

References

Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281–300. https://doi.org/10.1080/15391523.2011.10782573

Abukishk, A. A., & Alkhasawneh, S. (2020). An investigation of factors influencing physics teachers’ intention to use virtual laboratory at the international schools in Amman. Psychology and Education, 57(5), 295–301.

Ananda, R., Rahma Rani, A., & Tuanku Tambusai, U. (2022). Pengembangan Model TPACK untuk Menunjang Kompetensi Profesional pada Guru Sekolah Dasar. Jurnal Basicedu, 6(5), 9064–9069.

Andyani, H., Setyosari, P., Wiyono, B. B., & Djatmika, E. T. (2020a). Does technological pedagogical content knowledge impact on the use of ICT in pedagogy? International Journal of Emerging Technologies in Learning (iJET), 15(03), 126. https://doi.org/10.3991/ijet.v15i03.11690

Aniah, C. N. F. (2019). Assesing pre-service teachers technological pedagogical content knowledge self-efficacy towards technology integration in colleges of education in south-west Nigeria. Journal of Science, Technology, Mathematics and Education, 15(3), 131–141.

Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre-service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437

Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517–531. https://doi.org/10.1080/1475939X.2019.1668293

Birisci, S., & Kul, E. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75–93. https://doi.org/10.30935/cet.512537

Castéra, J., Marre, C. C., Chan, M., Yok, K., Sherab, K., Impedovo, M. A., & Sarapuu, T. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003–3019. https://doi.org/10.1007/s10639-020-10106-6

Cengiz, C. (2014). The development of TPACK, technology integrated self-efficacy and instructional technology outcome expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31–51.

Chieng, Y. E., & Tan, C. K. (2021). A sequential explanatory investigation of TPACK: Malaysian science teachers’ survey and perspective. International Journal of Information and Education Technology, 11(5), 235–241. https://doi.org/10.18178/ijiet.2021.11.5.1517

Dewi, M. S. (2021). Hubungan antara Kompetensi Technological Pedagogical Content Knowledge (TPACK), Efikasi diri, Perceived Ease of Use (PEOU) dan Keefektifan Integrasi Teknologi. Universitas Islam Malang.

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support. Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5

Durak, H. Y. (2021). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 29(7), 1136–1162. https://doi.org/10.1080/10494820.2019.1619591

Durff, L., & Carter, M. (2019). Overcoming Second-Order Barriers to Technology Integration in K–5 Schools. Journal of Educational Research and Practice, 9(1), 246–260. https://doi.org/10.5590/jerap.2019.09.1.18

Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers and Education, 130, 81–93. https://doi.org/10.1016/j.compedu.2018.11.010

Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. https://doi.org/10.1016/j.tate.2011.03.008

Hsu, L., & Chen, Y.-J. (2018). Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology, 8(6), 455–458. https://doi.org/10.18178/ijiet.2018.8.6.1081

Joseph F. Hair, William C. Black, Barry J. Babin, R. E. A. (2009). Preparation and Characterization of Nonwoven Fibrous Biocomposites for Footwear Components. In Multivaroate Data Analysis (Vol. 7). https://doi.org/10.3390/polym12123016

Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK competencies and technology integration self-efficacy perceptions of pre-service teachers. İlköğretim Online, 14(2), 1193–1207. https://doi.org/10.17051/io.2015.65067

Kimmons, R., Graham, C., & West, R. (2020). The PICRAT Model for Technology Integration in Teacher Preparation. Contemporary Issues in Technology and Teacher Education (CITE Journal), 20(1), 176–198.

King, H. M. (2017). Teacher Affective Attitudes Inventory: Development and Validation of A Teacher Self-Assessment Instrument. ProQuest Dissertations and Theses, 254.

Kurt, G., & Tomak, B. (2022). Exploring university students’ self-regulation in online foreign language education. Research in Pedagogy, 12(2), 433–446. https://doi.org/10.5937/istrped2202433k

Li, Y., Qian, C., & Han, M. (2019). Exploring Mathematics Teachers’ TPACK Competency Development. 2019 Eighth International Conference on Educational Innovation through Technology (EITT), 99–105. https://doi.org/10.1109/EITT.2019.00027

Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers and Education, 78, 20–29. https://doi.org/10.1016/j.compedu.2014.04.022

Luo, W., Berson, I. R., Berson, M. J., & Park, S. (2022). An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China. Early Education and Development, 00(00), 1–16. https://doi.org/10.1080/10409289.2022.2079887

Nathan, E. J. (2009). An Examination of the Relationship between Preservice Teachers’ Level of Technology Integration Self-Efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK). University of Houston.

Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., & Ertmer, P. (2018). Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology? Journal of Research on Technology in Education, 50(4), 282–304. https://doi.org/10.1080/15391523.2018.1487350

Paetsch, J., & Drechsel, B. (2021). Factors Influencing Pre-service Teachers’ Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany. Frontiers in Psychology, 12(November), 1–12. https://doi.org/10.3389/fpsyg.2021.733830

Priyanti, N., Suprianti, Y., & Jalal, F. (2019). The Effect of Training Methods and Self-efficacy Toward Technological Pedagogical Competence and Content Knowledge (TPACK) of Early Childhood Education Teachers. https://doi.org/10.4108/eai.21-11-2018.2282244

Raphael, C., & Mtebe, J. S. (2017). Pre-Service Teachers’ Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania. Journal of Learning for Development, 4(2), 196–210.

Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248–1265. https://doi.org/10.14742/ajet.800

Şen, N., & Durak, H. (2022). Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy. In Education and Information Technologies (Vol. 27, Issue 5). https://doi.org/10.1007/s10639-021-10867-8

Sholeh, M., Kholis, N., & Mufidah, N. (2022). Madrasah Principal Leadership in Digital Transformation at Madrasah Ibtidaiyah: A Case Study. Dinamika Ilmu, 151–166. https://doi.org/10.21093/di.v22i1.4241

Simsek, O., & Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of turkey. Contemporary Educational Technology, 10(3), 289–308. https://doi.org/10.30935/cet.590105

Sulistiani, I. R., Setyosari, P., Sa, C., & Praherdhiono, H. (2023). Technology integration through acceptance of e-learning among preservice teachers. 31(3), 1821–1828. https://doi.org/10.11591/ijeecs.v31.i3.pp1821-1828

Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101–110. https://doi.org/10.1016/j.tate.2018.12.012

Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 33. https://doi.org/10.14742/ajet.3504

Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. https://doi.org/10.1080/15391523.2004.10782414

Yang, J., Wang, Q., Wang, J., Huang, M., & Ma, Y. (2021). A study of K-12 teachers’ TPACK on the technology acceptance of E-schoolbag. Interactive Learning Environments, 29(7), 1062–1075. https://doi.org/10.1080/10494820.2019.1627560

Zhou, S., Zhou, Y., & Zhu, H. (2021). Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19. SAGE Open, 11(4). https://doi.org/10.1177/21582440211061379