Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

The integration of Information and Communication Technology (ICT) in education is crucial for modernizing teaching and learning. However, despite the availability of ICT resources and teacher training, the actual utilization of ICT in classrooms remains limited. This study focuses on in-service teachers in Henan Province, China, a context representing many developing nations facing challenges in ICT integration. Previous research has highlighted various factors influencing ICT adoption, including attitudes, self-efficacy, digital competence, and access to tools. However, there is a need for more comprehensive models exploring the interrelationships between these factors and their impact on ICT integration. This study addresses this gap by investigating the associations among attitudes, self-efficacy, digital competence, digital tools utilization, and ICT integration among in-service teachers in Henan Province. It also explores the influence of demographic characteristics such as age, gender, and teaching experience on ICT integration. Understanding these factors is vital for designing effective ICT-based teacher training programs and improving the quality of education.

This study draws upon two theoretical frameworks: the Technology Acceptance Model 3 (TAM3) and the Will-Skill-Tool (WST) model. TAM3 focuses on the cognitive aspects of technology adoption, emphasizing attitudes and perceived usefulness. WST model highlights the importance of will, skill, and tools for successful technology integration. The literature review examines existing research on attitudes towards ICT integration, highlighting the generally positive association between positive attitudes and effective ICT use. However, the influence of factors like age and gender remains debated. Similarly, research on self-efficacy shows a mixed relationship with ICT integration, while the impact of digital competence is consistently positive. The role of digital tools utilization is also recognized as crucial for successful ICT integration. However, a comprehensive understanding of the interplay between these factors within a unified model is lacking in the existing literature.

This study employed a quantitative research design using partial least squares structural equation modeling (PLS-SEM). Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. An online questionnaire was used to gather data on attitudes, self-efficacy, digital competence, digital tools utilization, and ICT integration. A 5-point Likert scale was used for responses. The questionnaire items were adapted and modified from previous studies, ensuring their relevance and appropriateness. The questionnaire demonstrated high reliability with a Cronbach's alpha of 0.95. PLS-SEM was chosen due to its suitability for exploratory research and its ability to handle complex relationships between variables. The study also examined the influence of demographic factors (gender, age, and teaching experience) on the variables. Data analysis involved assessment of the measurement model (reliability and validity) and the structural model (path analysis, R-squared, effect sizes, predictive relevance). Bootstrapping with 5000 subsamples was used to assess the significance of the relationships. One-way ANOVA and LSD post-hoc tests were used to analyze differences based on demographic variables.

The results of the PLS-SEM analysis revealed significant positive relationships among all four factors (attitudes, self-efficacy, digital competence, and digital tools utilization) and ICT integration. Attitudes had a direct and significant positive influence on digital competence, digital tools utilization, and ICT integration. Self-efficacy significantly and positively influenced attitudes, digital competence, digital tools utilization, and ICT integration. Digital competence had a significant positive effect on digital tools utilization and ICT integration. Finally, digital tools utilization significantly and positively influenced ICT integration. Furthermore, the analysis revealed mediating effects of attitudes, digital competence, and digital tools utilization on the relationship between self-efficacy and ICT integration. The findings from the ANOVA indicated that female teachers displayed significantly more positive attitudes and higher digital competence compared to male teachers. Teachers aged 31-35 showed significantly stronger digital competence, digital tools utilization, and ICT integration than other age groups. Teachers with less than three years of teaching experience exhibited significantly stronger attitudes, self-efficacy, digital competence, and ICT integration compared to teachers with more than ten years of experience.

The findings of this study provide valuable insights into the factors influencing ICT integration among in-service teachers in Henan Province, China. The significant positive relationships between attitudes, self-efficacy, digital competence, digital tools utilization, and ICT integration confirm the importance of addressing these factors in teacher training and professional development programs. The mediating effects highlight the importance of building a strong foundation of positive attitudes, digital competence, and access to tools to enhance self-efficacy and ultimately successful ICT integration. The findings also emphasize the importance of considering demographic factors in designing targeted interventions. For example, specific strategies may be needed to address the lower digital competence observed among male teachers and to support the maintenance of positive attitudes among experienced teachers. The results underscore the need for continuous professional development that focuses on fostering positive attitudes, enhancing self-efficacy, improving digital skills, and providing access to appropriate digital tools. This integrated approach to teacher training can significantly promote the effective integration of ICT in the classroom.

This study offers a valuable contribution to the field of educational technology by providing a comprehensive model of the factors influencing ICT integration among in-service teachers. The findings highlight the interconnectedness of attitudes, self-efficacy, digital competence, and digital tools utilization and their mediating roles in promoting ICT integration. The study also emphasizes the importance of considering gender, age, and teaching experience in designing targeted interventions. Future research could explore the generalizability of these findings to other contexts and examine the long-term impacts of teacher training programs aimed at improving these factors. Further research could also investigate other potential influencing factors and use qualitative methods to explore teachers' experiences and perspectives in more depth.

The study's generalizability is limited by its focus on in-service teachers in Henan Province, China. The findings might not be fully representative of other regions or countries. The study used a quantitative approach, which might not capture the full complexity of teachers' experiences and perspectives. Furthermore, the study only considered four factors influencing ICT integration; other factors might also play a significant role. The reliance on self-reported data through questionnaires might introduce bias into the findings.