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<p>Teacher professional development at scale (TPD@scale) is a vital driver in the digital transformation of education. While studies have extensive explored teachers’ digital technology adoption and influencing factors, few have examined teachers’ nuanced digital technology adoption within the TPD@scale program. Drawing on the general extended technology acceptance framework (GETAM), this study surveyed 1,555 teachers (1159 females, 74.5%; Mean<sub>age</sub> = 42.54, SD = 9.62) from a district in the northern part of China that has implemented TPD@scale initiatives for several years. A series of quantitative analyses, including path analysis, latent profile analysis, and multiple logistic regression analysis, were conducted to explore the data in-depth. Results partially validated and extended the GETAM. Besides, latent profile analysis identified three distinct teacher groups characterized by varying levels of technology acceptance: High Acceptance (8.9%), Anxious Acceptance (49.0%), and Ordinary Acceptance (42.1%). Multiple logistic regression analysis further revealed that the demographic (e.g., age, educational background) and personal characteristics (e.g., resilience, wellbeing, and innovativeness) significantly predicted membership among these profiles. The results offered implications for policymakers, educational leaders, and teacher educators seeking to optimize TPD@scale programs, ultimately fostering more equitable and effective technology integration in future education.</p>

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What is critically needed for teachers’ digital technology adoption transition? three-step evidence from the teacher professional development at scale program

  • 期刊论文

  • 发表日期：

    2025年10月13日

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  • Jiutong Luo,
  • Meng Sun,
  • Jie Cao,
  • Hui Li

摘要

Teacher professional development at scale (TPD@scale) is a vital driver in the digital transformation of education. While studies have extensive explored teachers’ digital technology adoption and influencing factors, few have examined teachers’ nuanced digital technology adoption within the TPD@scale program. Drawing on the general extended technology acceptance framework (GETAM), this study surveyed 1,555 teachers (1159 females, 74.5%; Meanage = 42.54, SD = 9.62) from a district in the northern part of China that has implemented TPD@scale initiatives for several years. A series of quantitative analyses, including path analysis, latent profile analysis, and multiple logistic regression analysis, were conducted to explore the data in-depth. Results partially validated and extended the GETAM. Besides, latent profile analysis identified three distinct teacher groups characterized by varying levels of technology acceptance: High Acceptance (8.9%), Anxious Acceptance (49.0%), and Ordinary Acceptance (42.1%). Multiple logistic regression analysis further revealed that the demographic (e.g., age, educational background) and personal characteristics (e.g., resilience, wellbeing, and innovativeness) significantly predicted membership among these profiles. The results offered implications for policymakers, educational leaders, and teacher educators seeking to optimize TPD@scale programs, ultimately fostering more equitable and effective technology integration in future education.