The Role of School Administrative Support and Primary School Teachers’ ICT Literacy to Integrate ICT into the Classrooms in Pahang, Malaysia

Abstract

This study aimed to look at the role of information and communications technology (ICT) literacy of teachers as a mediator between the school administrative support and ICT competence of primary school teachers in Pahang. The researchers developed a mediation model based on relevant literature reviews and subsequently tested the model. This study used a total survey design. The researchers employed stratified cluster sampling to select the pilot study and the actual study samples randomly. A total of 514 teachers were involved in the pilot study and 530 teachers were involved in the actual study. The Cronbach's alpha for instrument was .954 while the validity of the instrument used was determined using the SEM-AMOS method. The results based on the pilot data indicated a good model fit with chisquare = 212.406, df = 111, p < .001, CMIN/df = 3.662, GFI = .938, CFI = .941, and RMSEA = .072, whereas results based on the actual study also indicated a good model fit with chi-square = 204.839, df = 58, p < .001, CMIN/df = 3.532, GFI = .942, CFI = .950, and RMSEA = .069. The findings showed that there were direct and indirect effects of school administrative support and teachers' ICT literacy on teachers' ICT competences. There was a statistically significant relationship (p < .05) between school administrative support and teachers' ICT competence and an indirect effect through teachers' ICT literacy as a mediator. Hence, teachers' ICT literacy acts a partial mediator in the model. This study shows that school administrative support and teachers' ICT literacy play an important role in shaping teachers' ICT competence. Furthermore, the study provides further evidence that school principals through teachers' ICT literacy play an important role in integrating ICT into the classroom. School administrators should equip themselves with formal training in technological leadership so that they can better contribute to aiding school teachers to better integrate ICT into their teaching and learning.

Öğretmen Adaylarının Teknoloji Entegrasyonundaki Faktörlere İlişkin Algılarının Q Metodolojisi ile İncelenmesi

“…Unlike Factor A, pre-service teachers in this cluster also care about school support and budget, among the factors that positively affect technology integration. In the literature, it has been found that administrative support has indirect and direct effects on teachers' competencies (Baharuldin et al, 2019). Similarly, according to the pre-service teachers in factor B, the most important obstacle is that teachers are not supported with professional development opportunities in technology integration.…”

Proposing information and communication Technology (ICT)-Based Learning transformation to create competitive human resources: A theoretical review

“…The current application of technology in education system is a must for every school in every country, as it enables educators and students to engage and communicate with each other directly or indirectly within a learning environment (Bagde et al, 2021;Baharuldin et al, 2019). Technologies that have developed today allow the creation of flexible learning conditions and environments.…”

“…Technologies that have developed today allow the creation of flexible learning conditions and environments. Therefore, teachers have challenges that must be answered immediately, i.e., managing and optimizing ICT in learning activities (Baharuldin et al, 2019). As an educator, it is inevitable that one must adjust and be receptive to the evolving needs of students and advancements in technology (Chisango et al, 2020).…”

Developing Personalised Reading Materials for Malaysian Primary School Pupils Using ChatGPT: A Review

“…The current guidelines for the utilisation of AI-driven technologies, including ChatGPT, have primarily been disseminated within university settings, which overlooks the valuable opportunity for schools to harness the full potential of this technology. Additionally, unresolved issues such as data privacy concerns (Weatherbed, 2023) and the readiness of teachers to effectively harness the potential of ChatGPT also warrant further investigation (Baharuldin et al, 2020). Emerging challenges and developments associated with ChatGPT implementation in education include the need to address potential misuse among pupils, ensuring that its use aligns with ethical practices (Jafar, 2023).…”