Digital Competence and Technology-Integrated Teaching: The Mediating Role of Teacher Self-Efficacy

Abstract

The rapid advancement of digital technologies has increased the need for teachers to develop digital competence and effectively integrate technology into teaching practices. This study explored the relationship between teachers’ digital competences and technology integrated teaching with teacher self-efficacy as a mediating variable. The quantitative research method was used with a cross sectional correlational design. A structured questionnaire was used to gather data from 200 teachers from schools on digital competence, teacher self-efficacy and technology-integrated teaching. Data were analyzed with correlation, regression and mediation analysis. The results indicated high positive correlation between all the variables of the study. The digital competence significantly explained the technology-integrated teaching, and the teacher self-efficacy reinforced the use of digital skills in teaching practices. The mediation analysis found partial mediation between digital competence and technology integration at the level of the teacher's self-efficacy. The study emphasizes the need for the enhancement of teachers' digital skills, confidence, and institutional support to achieve a successful digital transformation in education.