نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه تهران
2 دانشگاه فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: The present study aimed to investigate the effect of teachers’ self-efficacy and mindfulness on their use of information and communication technology (ICT), with the mediating role of educational beliefs.
Method: This research was correlational in nature and was conducted using structural equation modeling. The statistical population included all elementary school teachers in Shahriar County in the academic year 2023-2024. The sample consisted of 250 teachers selected by convenience sampling. Data were collected using four standardized questionnaires: teacher self-efficacy, mindfulness, educational beliefs, and ICT usage. The reliability and validity of the instruments were confirmed using Cronbach’s alpha, content validity, and confirmatory factor analysis. Statistical analyses were performed with SPSS22 and Smart-PLS using structural equation modeling to examine the direct and indirect relationships between variables and the mediating effect of educational beliefs.
Findings: The findings revealed that both self-efficacy and mindfulness had a direct and significant effect on teachers’ use of information and communication technology. Furthermore, teachers’ educational beliefs had a positive and significant relationship with technology use and played a mediating role between self-efficacy and mindfulness and the level of technology use. The structural model used was confirmed, and the relationships between the research variables were statistically significant.
Conclusion: The present study showed that the psychological factors of teachers’ self-efficacy and mindfulness, alongside educational beliefs, play an important role in the use of ICT. The findings indicate that merely providing facilities and infrastructure is not sufficient for technology use, and teachers’ beliefs and attitudes must also be considered.
کلیدواژهها [English]
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