DIGITAL ACCESS, ONLINE TRAINING, AND TEACHING MOTIVATION: THE MEDIATING ROLE OF TECHNOLOGY SELF-EFFICACY

Siti Nahriah Aprianti; Himmatul Mursyidah; Warni Warni

doi:10.22437/jiituj.v10i2.53929

Authors

Siti Nahriah Aprianti Universitas Muhammadiyah Banten https://orcid.org/0009-0008-5971-4557
Himmatul Mursyidah Universitas Muhammadiyah Banten https://orcid.org/0000-0002-4451-6856
Warni Warni Universitas Muhammadiyah Banten https://orcid.org/0009-0001-4552-9755

DOI:

https://doi.org/10.22437/jiituj.v10i2.53929

Keywords:

Digital Access, Online Training, Technology Self-Efficacy, Teaching Motivation

Abstract

This study investigates the effects of digital access and online training on teaching motivation, with technology self-efficacy as a mediating variable. Grounded in Social Cognitive Theory, the study integrates structural and psychological factors to explain teacher motivation in digital learning contexts. A quantitative explanatory survey was conducted involving 300 senior high school teachers in Tangerang Regency, Indonesia, selected using proportional random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap resamples. The findings indicate that digital access (β = 0.491, p < 0.001) and online training (β = 0.523, p < 0.001) significantly influence technology self-efficacy. Technology self-efficacy, in turn, significantly affects teaching motivation (β = 0.251, p < 0.001). However, the direct effects of digital access (β = 0.131, p = 0.057) and online training (β = 0.106, p = 0.081) on teaching motivation are not significant. Mediation analysis reveals that technology self-efficacy fully mediates these relationships. This study contributes to the literature by demonstrating that structural factors alone are insufficient to enhance teacher motivation unless internalized through efficacy beliefs. The findings provide practical implications for designing teacher development programs that prioritize mastery-based training and confidence-building strategies.

Downloads

Download data is not yet available.

References

Aprianti, S. N. (2024). Computational thinking-based calculus e-module to improve students’ mathematical literacy skills. Strata Social and Humanities Studies, 2(2), 135–148. https://doi.org/10.59631/sshs.v2i2.255

Aprianti, S. N., & Mursyidah, H. (2025). Pengaruh aplikasi SLIDO terhadap keterampilan berpikir kritis ditinjau dari self-system mahasiswa. Mathematics Education and Application Journal (META), 7(1), 26–43. https://doi.org/10.35334/q6f18d66

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Digital transformation of higher education: A systematic review. Computers & Education, 157, 103940. https://doi.org/10.1016/j.compedu.2020.103940

Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158

Chen, C. H., & Tsai, C. C. (2020). In-service teachers’ adoption of technology-integrated instruction: the role of professional development. Educational Technology Research and Development, 68(1), 1–21. https://doi.org/https://doi.org/10.1007/s11423-019-09697-w

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.

Dwiastuti, A., Muamaroh, & Prastiwi, Y. (2024). Examining technology self-efficacy in Indonesian EFL classrooms: Insights from secondary school English teachers. VELES Journal of Language and Education Studies, 8(1), 101–115. https://doi.org/10.29408/veles.v8i1.27861

Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2021). Teacher beliefs and uses of technology to support 21st-century teaching and learning. Educational Technology Research and Development, 69(2), 1347–1366. https://doi.org/10.1007/s11423-020-09817-5

Gómez-Trigueros, I. M., Ruiz-Bañuls, M., Esteve-Faubel, J. M., & Mareque León, F. (2024). Teacher motivation: Exploring the integration of technology and didactics in the narratives of future teachers. Social Sciences, 13(4), 217. https://doi.org/10.3390/socsci13040217

Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE.

Han, J., & Wang, Y. (2021). Investigating the relationship between teacher motivation and student outcomes: A meta-analysis. Teaching and Teacher Education, 97, 103190. https://doi.org/10.1016/j.tate.2020.103190

Hidayah. (2022). Technology gap and teaching motivation. Jurnal Teknologi Pendidikan.

Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675

Huang, R., Liu, D., & Yang, J. (2024). Digital Learning Environments and Teacher Work Motivation: A Global Perspective. Educational Technology & Society, 27(1), 20–34.

Instefjord, E. J., & Munthe, E. (2017). Preparing pre-service teachers to integrate technology. European Journal of Teacher Education, 40(1), 1–17. https://doi.org/10.1080/02619768.2016.1257502

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713

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: Teacher education and teacher competence effects. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Lee, H., Chen, P., Wang, W., Huang, Y., & Wu, T. (2024). Empowering ChatGPT With Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction. International Journal of Educational Technology in Higher Education, 21(1), 16–16. https://doi.org/10.1186/s41239-024-00447-4

Liu, F., Ritzhaupt, A. D., & Dawson, K. (2020). The impact of teacher professional development on technology integration. Computers & Education, 150, 103833. https://doi.org/10.1016/j.compedu.2020.103833

Liu, X., Lin, H., & Zhang, S. (2020). The influence of teacher self-efficacy on technology integration. Educational Technology Research and Development, 68(5), 1–23. https://doi.org/10.1007/s11423-020-09754-3

OECD. (2021). Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1c068a04-en

Pajares, F. (2002). Overview of social cognitive theory and self-efficacy. Emory University. https://www.uky.edu/~eushe2/Pajares/eff.html

Pan, S. C., & Chen, C. H. (2021). The mediating role of self-efficacy in the relationship between teacher training and instructional innovation. Computers & Education, 173, 104283. https://doi.org/10.1016/j.compedu.2021.104283

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8

Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research. Annual Review of Psychology, 63, 539–569. https://doi.org/10.1146/annurev-psych-120710-100452

Ramadhanti, H. D., & Astuti, E. T. (2024). Digital divide and a spatial investigation of convergence in ICT development across provinces in Indonesia. Jurnal Aplikasi Statistika & Komputasi Statistik, 14(1), 1–18. https://doi.org/10.34123/jurnalasks.v14i1.388

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Sarstedt, M., Ringle, C. M., & Hair, J. F. (2022). Partial least squares structural equation modeling. In Handbook of Market Research (pp. 1–47). Springer. https://doi.org/10.1007/978-3-319-05542-8_15-2

Scherer, R., Siddiq, F., & Tondeur, J. (2021). Profiling teachers’ readiness for online teaching and learning. Computers in Human Behavior, 118, 106675. https://doi.org/10.1016/j.chb.2020.106675

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832

Skaalvik, E. M., & Skaalvik, S. (2021). Teacher motivation, burnout, and self-efficacy. Teaching and Teacher Education, 103, 103349. https://doi.org/10.1016/j.tate.2021.103349

Sulistiani, I. R., & Dewi, M. S. (2024). Teachers’ performance in integrating technology in the digital era through professional competence and self-efficacy. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 14(1), 13–29. https://doi.org/10.18592/aladzkapgmi.v14i1.11016

Tavakol, M., & Dennick, R. (2011). Making sense of cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd

Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006

Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/p/215995/

Tschannen-Moran, M., & Woolfolk Hoy, A. (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

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456

van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). The first-level digital divide shifts. New Media & Society, 21(2), 354–375. https://doi.org/10.1177/1461444818797082

Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412

Xie, K., Kim, M. K., Cheng, S. L., & Luthy, B. (2020). Teacher self-efficacy and online teaching effectiveness. Computers in Human Behavior, 112, 106123. https://doi.org/10.1016/j.chb.2020.106123

Yang, X., & Du, J. (2024). The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: A mediation model. BMC Psychology, 12(1), 51. https://doi.org/10.1186/s40359-024-01540-z

Zeng, Y., Chen, L., & Xu, J. (2022). Technology self-efficacy and teachers’ innovation adoption behavior. Educational Technology Research and Development, 70(4), 1887–1903.

Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny. Journal of Consumer Research, 37(2), 197–206. https://doi.org/10.1086/651257

Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence and teacher motivation in technology integration. Sustainability, 13(12), 6545. https://doi.org/10.3390/su13126545

Zulaikha, S., Fadholi, M., Sururi, S., Syahril, S., Jamil, S. N., & Ariyanti, P. N. (2024). Bridging the digital divide: Assessing and advancing teachers’ digital literacy across Indonesian provinces. Journal of Education Management and Innovation, 5(2), 112–128. https://doi.org/10.22515/jemin.v5i2.11586