E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

Abstract

This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

“…The evaluation of the principal's technology leadership in this study adhered to the five recent standards outlined by the International Society for Technology in Education for Administrators [16]. Widely employed in research studies, these standards have been used to gauge their impact on teachers' ICT integration capabilities or, more broadly, teachers' digital competencies (as evident in prior studies [6,9,30,34,44,95,101] and in the context of learning organizations as integral to school culture [120]. To assess this, teachers were required to evaluate the extent to which the principal, as a technology leader, embodied the five dimensions of the ISTE-A standard: equity and citizenship advocate, visionary planner, empowering leader, systems designer, and connected learner.…”

“…This aligns with the findings of Aktaş and Karaca [127], who found that technology leadership influences the technological skills of school administrators, particularly their self-efficacy (defined as ATU) in using technology tools. Likewise, Purnomo et al [9] discovered the influence of principals' technology leadership, such as empowering leaders, wherein it enhances teacher acceptance, self-efficacy, and attitude in incorporating technology into the learning environment. Furthermore, the existing studies consistently show how principal technology leadership contributes to teacher technology incorporation skills in the teaching process [11,18,44,120,128].…”

“…Likewise, to prepare students for the modern digitalized era, teachers should have digital competency, indicating their adeptness in using digital tools and incorporating them into their instruction with a clearly defined pedagogical purpose [5]. Previous studies have investigated the importance of principal leadership and instructional supervision technology on teachers' technology integration [6][7][8][9][10]. However, teacher technology integration in these prior studies is related to teachers' digital skills in using technology tools in general skills only [11].…”

“…The role of the principal as a leader and technology-based supervisor in a digital-savvy era toward those issues is essential [10,26,27]. Studies on principal technology leadership in the Indonesian context have been investigated quantitatively and qualitatively [9,[28][29][30][31]. However, they are still limited, especially regarding their influence on teachers' digital competence comprehensively at the senior high school level.…”