INFORMATION COMMUNICATION TECHNOLOGY ORIENTATION AND TEACHING EFFICACY AS PREDICTORS  OF ADAPTABILITY AMONG SECONDARY EDUCATION TEACHERS

Jennifer L. Pido; Alecia P. Agonia, MBA; Josefina M. Calipusan, MA; Rose Marie P. Puyat, MBA; Paul Rean Fred D. Quibo-Quibo; Gretchen B. Chavez, DBM

doi:10.65010/seairj.v6i1.233

INFORMATION COMMUNICATION TECHNOLOGY ORIENTATION AND TEACHING EFFICACY AS PREDICTORS OF ADAPTABILITY AMONG SECONDARY EDUCATION TEACHERS

Jennifer L. Pido, Alecia P. Agonia, MBA, Josefina M. Calipusan, MA, Rose Marie P. Puyat, MBA, Paul Rean Fred D. Quibo-Quibo, Gretchen B. Chavez, DBM

Abstract

This study investigated the levels of ICT orientation, teaching efficacy, and adaptability among secondary education teachers in a private educational institution, as well as the relationships and predictive influence of ICT orientation and teaching efficacy on adaptability. Using a descriptive-correlational design, data were collected from 20 teachers through validated survey instruments and analyzed using mean, standard deviation, Pearson correlation, and multiple regression. Results revealed a very high level of ICT orientation (M = 4.19, SD = .321) and very high teaching efficacy (M = 4.30, SD = .571), while adaptability was high (M = 4.19, SD = .393). Teaching efficacy showed a significant moderate positive relationship with adaptability (r = .489, p < .05) and emerged as a significant predictor (β = .691, p < .05), explaining part of the variance in adaptability (R² = .369). In contrast, ICT orientation was not a significant predictor (β = –.413, p > .05). The findings highlight teaching efficacy as a key determinant of teacher adaptability in dynamic educational environments.

Keywords

Information, Communication, Technology, Adaptability

Full Text:

PDF

References

Alipio, M. (2020). Education during pandemic: Academic expectations, challenges, and coping mechanisms of college students in the Philippines. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3586311

Colbert, J. A., Yee, M., & George, C. (2016). Blended learning in teacher preparation: A literature review and analysis. Journal of Online Learning Research, 2(1), 1–15.

Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27–39. https://doi.org/10.7459/ept/38.1.03

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). SAGE Publications.

Ermer, P. A., Ottenbreit-Leftwich, A. T., & York, C. S. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001

Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149

Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.

Hong, Y. C., Hwang, M. Y., Wong, W. Y., & Lin, H. C. K. (2018). A study of teacher adaptation in multicultural classrooms. Asia-Pacific Education Researcher, 27, 75–85. https://doi.org/10.1007/s40299-017-0365-1

Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 307–317). Cambridge University Press.

Hwang, Y. (2014). Teachers’ perceptions of curriculum reform in South Korea: A case study. Asia-Pacific Journal of Teacher Education, 42(2), 121–136. https://doi.org/10.1080/1359866X.2014.892058

Kirkman, B. L., Chen, G., & Mathieu, J. E. (2020). Descriptive research design. In R. J. Klimoski & S. W. J. Kozlowski (Eds.), The Oxford handbook of organizational psychology (Vol. 1, pp. 89–120). Oxford University Press.

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Loughland, T., & Alonzo, D. (2019). Teacher adaptability in the face of change: A review of prominent models in the educational literature. Educational Review, 71(2), 165–180. https://doi.org/10.1080/00131911.2017.1388610

MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing, and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352

Marshall, B., Cardon, P., Poddar, A., & Fontenot, R. (2013). Does sample size matter in qualitative research?: A review of qualitative interviews in IS research. Journal of Computer Information Systems, 54(1), 11–22. https://doi.org/10.1080/08874417.2013.11645667

Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22(1), 58–81. https://doi.org/10.1017/jgc.2012.8

Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). The Adaptability Scale: Measuring ability to respond to change, uncertainty, and novelty. University of Western Sydney.

Mugizi, W., & Amwine, C. (2020). ICT use and job performance among teachers in private secondary schools in Uganda. International Journal of Education and Development using ICT, 16(1), 124–138.

Organisation for Economic Cooperation and Development (OECD). (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en

Teo, T., Fan, X., & Du, J. (2019). Technology acceptance and self-efficacy in online learning environments: A meta-analytic structural equation modeling approach. Educational Technology & Society, 22(2), 80–93.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228–245. https://doi.org/10.1086/605771

Wang, W., & Haggerty, N. (2011). Individual adoption of IT-enabled services: A qualitative study of employee IT adaptation. Communications of the Association for Information Systems, 29(1), 22–42.

Zhou, M., Brown, D., & Liu, S. (2020). Teacher ICT capability and adaptability in digitally mediated instruction. Educational Technology Research and Development, 68, 123–144. https://doi.org/10.1007/s11423-020-09718-4

DOI: http://dx.doi.org/10.65010/seairj.v6i1.233

For inquiries, comments and suggestions please e-mail us rpobrokenshire@gmail.com