Demographics and Technology Integration in Teaching English on the Relationship Between Teachers’ Technology Self-Efficacy and Performance

Desiree Dawn P. Justol^1, and Joel D. Potane¹

¹Graduate School, Capitol University, Cagayan de Oro City, Philippines

Cite this paper:
Desiree Dawn P. Justol and Joel D. Potane. Demographics and Technology Integration in Teaching English on the Relationship Between Teachers’ Technology Self-Efficacy and Performance. American Journal of Educational Research. 2024; 12(3):99-108. doi: 10.12691/education-12-3-4

Abstract

The importance of using technology to teach English during pandemic has grown as a result of its many advantages for maintaining educational continuity. This study determined the effects of demographics and teachers’ technology integration in teaching English in the relationship between teachers’ technology self-efficacy and performance among the tertiary teachers of a public Higher Education Institution (HEI) in the 2nd district of Misamis Oriental during the school year 2022-2023. A total of 91 teachers were randomly chosen as participants of this study. The descriptive-correlational analysis research method was employed. It used univariate and bivariate statistics to measure the levels of and the relationships between variables. Hence, the study also used regression analysis to assess the significance of mediation effect and analysis for moderating effect. Using a questionnaire, the participants’ profile were determined. Majority of teachers are young, female, and employed full-time, have master's degrees, the sample includes many educators with only one to three years of experience. Teachers show a high level of technology self-efficacy and positively correlates with planning, instruction, assessment, and teaching performance. It also reveals a significant relationship between technology self-efficacy and integration. Additionally, technology integration was a significant predictor of teaching performance. However, despite the significant relationship between technology self-efficacy, technology integration, and teaching performance, the study did not find evidence to support technology integration as a mediating factor. Thus, sex at birth moderates the relationship between technology self-efficacy and teaching performance. The findings of the study recommends to provide professional development programs in enhancing teachers’ self-efficacy using technology, incorporate technology integration as an essential component of English courses, as well as, adopt gender-inclusive approaches in supporting and empowering female teachers.

Keywords:
self-efficacy teacher’s performance technology integration mediation analysis moderation analysis

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