SCHOOL CLIMATE, LEADERSHIP COMPETENCY, AND SELF-EFFICACY IN TECHNOLOGY AMONG TEACHERS: A PATH MODEL ON ATTITUDE TOWARDS TECHNOLOGY IN PUBLIC ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v12i2.5828Paraules clau:
educational management, school climate, leadership competency, self-efficacy in technology, attitude towards technology, path analysis, DepEd teachers, Region XII, PhilippinesResum
This study was conducted to determine the best-fit path model for attitude towards technology among public elementary school teachers in Region XII, Philippines, as estimated by school climate, leadership competency and self-efficacy in technology. The study used a quantitative, non-experimental research design using correlation and path analysis. A total of 400 elementary teachers from Sarangani, General Santos, Koronadal and South Cotabato Divisions were surveyed using the Raosoft sample size calculator and stratified random sampling technique. Mean, Pearson r and path analysis were used as statistical tools. Moreover, adapted, modified, and validated survey questionnaires were used to gather pertinent data. Findings revealed a very high level of school climate, leadership competency and self-efficacy in technology. Consequently, the level of attitude toward technology among the public-school elementary teachers was rated high. Further, significant correlations were found between school climate and attitude towards technology; leadership competency and attitude towards technology, and self-efficacy in technology and attitude towards technology. Moreover, results showed that Model 3 came out as the best-fit path model. The model showed that school climate, leadership competency, and technology self-efficacy directly affect the attitude toward technology among public elementary school teachers. This implies that the Department of Education should prioritize enhancing school climate, leadership development, and technology training programs as these factors significantly influence teachers' technological acceptance.
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