Teachers’ sense of competence in terms of ICT use: the case of secondary school teachers

Abstract

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers’ digital competence issue has come back to the forefront because of the schools’ closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers’ perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers’ digital competence.

Digitalization and job stress: exploring the mediating roles of job and personal aversion risk with gender as a moderator

“…Among the mediating variables, recent empirical studies proposed the relationship of wok role overload and psychological detachment, as well as the negative spillover between work and family spheres as mediators between ICT use and different undesirable outcomes ( Gadeyne et al, 2018 ; Elshaer et al, 2024 ). Following this avenue, recent studies explored the role of perceived risks in the intention to use ICT, showing promissory findings in different fields, as well as e-commerce ( Zeng and Li, 2023 ), education ( Baytar et al, 2023 ), social networking ( Mýlek et al, 2023 ) and work.…”

SINERGI MANAJEMEN DAN PENDIDIKAN: Model Pembelajaran yang Menunjang Potensi Siswa

“…Era digital telah membawa kemajuan teknologi yang memungkinkan pendidikan menjadi lebih adaptif dan responsif terhadap kebutuhan individu. Dengan alat-alat digital, guru dapat menyusun materi yang tidak hanya mendukung kecepatan belajar yang berbeda tetapi juga mengakomodasi berbagai gaya dan preferensi belajar (Baytar et al, 2023). Alat digital memungkinkan pendidik untuk membuat atau menyusun konten yang sesuai dengan berbagai gaya belajar-visual, auditori, kinestetik, atau kombinasi.…”