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<p>Information and communications technology competency (ICT-C) has been widely recognized as crucial for enhancing K12 teachers’ teaching quality and fostering their career development in 21st-century education. Previous studies have explored the positive effects of both external and internal factors on teachers’ ICT-C. However, the underlying mechanisms through which these factors influence ICT-C have not been fully revealed. Particularly, the direct and indirect pathways linking ICT self-concept (ICT-SC), ICT self-efficacy (ICT-SE), and ICT-C, as well as the moderating roles of individual differences in these relationships, remain largely unexplored in the current literature. To examine the potential pathways among these factors, data collected from 280 teachers were analyzed. Confirmatory factor analysis (CFA) was conducted to validate the measurement instruments, and structural equation modeling (SEM) was used to examine the hypothesized relationships. Results indicated that K12 teachers’ ICT-SC significantly predicts their ICT-C, suggesting that teachers who perceive themselves as more capable of using ICT tend to demonstrate higher ICT-C. K12 teachers’ ICT-SE mediated the relationship between ICT-SC and ICT-C, indicating that strengthening teachers’ ICT-SE is a key approach to transforming their broader ICT-SC into effective technology-integrated teaching practices. Additionally, this mediating effect was not significantly moderated by gender, teaching experience or their interaction. This study provides empirical evidence supporting both theoretical frameworks and practical strategies for promoting the integration and development of K12 teachers’ ICT-C.</p>

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Unpacking the effect mechanisms of ICT integration self-concept and self-efficacy on ICT competency development among K12 teachers: A structural equation modeling approach

  • 期刊论文

  • 发表日期：

    2026年3月28日

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  • Yazhen Zhang,
  • Minmin Men,
  • Erqi Zhang

摘要

Information and communications technology competency (ICT-C) has been widely recognized as crucial for enhancing K12 teachers’ teaching quality and fostering their career development in 21st-century education. Previous studies have explored the positive effects of both external and internal factors on teachers’ ICT-C. However, the underlying mechanisms through which these factors influence ICT-C have not been fully revealed. Particularly, the direct and indirect pathways linking ICT self-concept (ICT-SC), ICT self-efficacy (ICT-SE), and ICT-C, as well as the moderating roles of individual differences in these relationships, remain largely unexplored in the current literature. To examine the potential pathways among these factors, data collected from 280 teachers were analyzed. Confirmatory factor analysis (CFA) was conducted to validate the measurement instruments, and structural equation modeling (SEM) was used to examine the hypothesized relationships. Results indicated that K12 teachers’ ICT-SC significantly predicts their ICT-C, suggesting that teachers who perceive themselves as more capable of using ICT tend to demonstrate higher ICT-C. K12 teachers’ ICT-SE mediated the relationship between ICT-SC and ICT-C, indicating that strengthening teachers’ ICT-SE is a key approach to transforming their broader ICT-SC into effective technology-integrated teaching practices. Additionally, this mediating effect was not significantly moderated by gender, teaching experience or their interaction. This study provides empirical evidence supporting both theoretical frameworks and practical strategies for promoting the integration and development of K12 teachers’ ICT-C.