Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modelling

Muhammad Sofwan (), Akhmad Habibi (), Razaz Waheeb Attar, Turki Mesfer Alqahtani, Sarah A. Alahmari and Amal Hassan Alhazmi
Additional contact information
Muhammad Sofwan: Elementary Teacher Education Program, Universitas Jambi, Jambi 36122, Indonesia
Akhmad Habibi: Master of Educational Technology, Universitas Jambi, Jambi 36122, Indonesia
Razaz Waheeb Attar: Management Department, College of Business Administration, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
Turki Mesfer Alqahtani: e-Learning Centre, Jazan University, P.O. Box 114, Jazan 45142, Saudi Arabia
Sarah A. Alahmari: Department of Early Childhood, Faculty of Education, King Khalid University, P.O. Box 9004, Abha 61413, Saudi Arabia
Amal Hassan Alhazmi: Management Department, College of Business Administration, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia

Sustainability, 2024, vol. 16, issue 19, 1-12

Abstract: This study aimed to investigate factors that predict Indonesian primary school teachers’ behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f 2 ), coefficient of determination (R 2 ), and predictive relevance (Q 2 ). MANOVA results informed t and p values. Findings indicated that four out of six hypotheses significantly predicted primary Indonesian teachers’ BITT. The most substantial relationship emerged between group learning and BITT. Meanwhile, the weakest correlation was between innovative culture and BITT. Two insignificant predictors of BITT were job autonomy and innovation compatibility. Most variables showed insignificant differences based on gender. However, some variables, such as benefits of innovation, innovation compatibility, innovative culture, group cohesion, and BITT, varied significantly based on location. The study may help teachers and policymakers understand BITT elements that encourage primary school teachers to use technology creatively.

Keywords: innovative teaching; primary school; teachers; technology integration (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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