A new open-access article has been published focusing on school digitalisation and influencing factors such as teacher self-efficacy, self-esteem, cognitive flexibility, burnout, and service seniority.
Cataudella, S., Mascia, M. L., Agus, M., Ifenthaler, D., Tomczyk, L., & Penna, M. P. (2024). A pilot study on individual and contextual factors influencing teachers’ digitalisation process. Contemporary Educational Technology, 16(4), ep532. https://doi.org/10.30935/cedtech/15189
The process of school digitalisation has been on the rise in recent years, but the relationship between technology and teachers has had a strong acceleration during the global pandemic due to the coronavirus disease 2019. 198 teachers from primary to high school fill a questionnaire about demographic variables (age, gender, education level, school level in which they teach and years of seniority at work), perceptions of using some digital tools and specific platforms before and during the pandemic (after the first lockdown), self-esteem, self-efficacy, cognitive flexibility, and burnout perceptions. A non-parametric analysis was first conducted with the application of the Wilcoxon test for paired measures. Subsequently, a MANOVA was applied to verify any differences between teachers belonging to different school levels and having different levels of seniority. According to literature we found that self-efficacy, self-esteem, cognitive flexibility, burnout and service seniority are influential factors for teachers’ perceived digitalisation level.
