Much research has been done on how teachers use ICT in teaching and it has been found that ICT has a real impact on the teaching and learning process. According to Jadhav et al. 2022) states that students learn more effectively using ICT because lesson designs are more attractive and interesting. The ICT skills questionnaire included the following indicators; basic machine operations, personal use of ICT and use of ICT for teaching.
Mean and Standard Deviation were used to determine the levels of ICT skills, perception, motivation and senior teachers' ICT adoption in teaching. Multiple regression analysis was used to measure the influence of ICT skills, perception, motivation and senior teachers' ICT adoption in teaching. Level of ICT adoption in teaching versus performance expectancy, effort expectancy, social influence and facilitating conditions.
As shown in Table 1, all indicators of ICT adoption in education were given a descriptive interpretation of High. This implies that senior teachers believe that an organizational and technical infrastructure exists to support their adoption of ICT in teaching. Level of ICT skills of senior teachers compared to basic hardware operations, personal ICT use and use of ICT for teaching.
ICT skills have three indicators, namely Basic Hardware Operations, Personal Use of ICT and Use of ICT for Teaching.
Use of ICT for Teaching
The responses of senior teachers in the statements under Personal ICT Use ranged from Moderate (3 responses) to High (2 responses), as shown in Table 2. They were personally inclined towards the ICT and use it as a tool in teaching their pupils. To successfully integrate ICT into their teaching practice, teachers need to have both professional and technological skills, which are highly dependent on their sense of self-efficacy.
The research's evaluated articles support the idea that using ICT in teaching and learning practices increases the instructors' skill in a number of areas (Akram et.al, 2022). Watson and Rockinson-Szapkiw (2021) have noted that technology-integrated teaching methods strengthen teachers' pedagogical and technological skills in addition to improving the quality of teaching.
Ease of Access
Attitude Towards Use of ICT
Perceived Usefulness
These results are consistent with those of Darling-Hammond (2006), who found that instructors with positive perceptions used technology highly and improved their skills in critical thinking, problem solving, and collaboration with colleagues. This means that older teachers accept and use ICT in teaching because they believe it is easier to use and makes their work easier. This finding supports Mahdum et al. (2019) that teachers said using an ICT facility would be less work, easy to learn to use and easy to learn to use.
This indicates that teachers have a good attitude towards the use of ICT resources, which makes it easy for them to incorporate them into their classroom lessons. According to the aforementioned findings, ICT has proven to be easy to use, and as a result, teachers are quite inclined to use the technology. Al Mulhim (2014) and Alhawiti (2013) previously noted that lack of time, training and access to technology makes the use of ICT in teaching significantly more challenging.
In other words, using a computer to prepare lessons does not require much work, but using advanced ICT in the classroom requires some work and training. As can be seen from Table 3, all statements in the Attitude towards ICT use indicator received a descriptive interpretation of High. The outcome is consistent with a 2022 study by Mensah and Osman, who found that instructors have a favorable opinion of the use of ICT in social studies classes.
These opinions include the ideas that the integration of ICT in social studies teaching and learning makes classes more interesting, diversified and well presented, as well as enables the instructor to manage class time efficiently. Furthermore, Hong (2016) interviewed 23 social studies instructors in Colorado to get their perspectives on ICT integration in the classroom. The majority of instructors, the study's findings show, had positive attitudes toward ICT as a teaching tool and a willingness to learn more about it in order to use it effectively in the classroom.
According to a study by Albirini (2004), instructors had favorable opinions about the use of ICT in the classroom.
Educational Value
Impacts on Teaching
Trainings Attended
Level of senior teachers' motivation in relation to self-efficacy, educational value, impact on teaching and participation in trainings. The responses from the four indicators of Motivation ranged from High (2 responses) to Very High (2 responses) as shown in Table 4. This implies that the level of senior teachers' motivation to use ICT in teaching is High.
Based on Mahdum et.al (2019), teachers prefer to use ICT in their classrooms because they can see positive outcomes and benefits. In addition, the teachers claim that they are able to search, assess and select ICT tools that are appropriate to complement their teaching thanks to ICT. Although there are some challenges that teachers have to overcome when using ICT, they are confident that they can continue to integrate ICT into their lessons.
According to Catarina (2012), teachers' self-efficacy in using ICT in the classroom will directly affect how they use the technology. These encouraging comments may indicate that teachers are highly motivated to use ICT in their classes. Motivation and, in particular, the current perceived utility value of educational technologies, which strongly depends on the specific context, play a decisive role in the integration of technology in a qualitatively high way.
From a teacher education perspective, teachers need to be aware of the impact of contextual factors such as motivation and of the extent and quality of their technological integration (Backfisch et.al, 2021).
Self-Efficacy
The relationship between ICT skills, perceptions and motivation of senior teachers towards their use of ICT in teaching. Specifically, the strength of the relationship between senior teachers' use of ICT in teaching and their ICT skills is strong and has a direct proportional relationship as indicated by the coefficient of 0.794. This suggests that as the level of ICT proficiency of senior teachers rises, their use of ICT in teaching is greater.
Therefore, the null hypothesis which states that "ICT skills have no significant relationship with ICT adoption in Education" is rejected. The second relationship that Table 5 shows reflects the correlation between Senior Teachers' Perception and ICT adoption in Teaching. This means that as the level of senior teachers' perception becomes higher, the higher their ICT adoption in teaching.
It means that the higher the motivation of senior teachers, the higher their use of ICT in teaching. Influence of senior teachers' ICT skills, perception and motivation on their ICT adoption in teaching. ICT skills in particular have a significant direct effect on ICT adoption in teaching (β=.594, p<.05).
Thus, for every increase in senior teachers' ICT skills, there is a corresponding increase in their adoption of ICT in teaching by 0.594. In other words, when senior teachers' perception increased by 1, their adoption of ICT in teaching would increase by .463. This implies that the hypothesized Model 1 does not fit the data and is a weak model for senior teachers' ICT adoption in teaching.
This means that the hypothesized model 2 does not fit the data and is a poorly fitting model for the adoption of ICT in teaching by senior teachers. This means that the hypothesized model 3 does not fit the data and is a poorly fitting model for the adoption of ICT in teaching by senior teachers. This means that the hypothesized model 4 does not fit the data and is a poorly fitting model for the adoption of ICT in teaching by senior teachers.
This implies that the hypothesized Model 5 is the most suitable model for the adoption of ICT by senior teachers in teaching. The three independent variables ICT Skills, Perception and Motivation have a significant positive relationship with the dependent variable ICT Adoption in Teaching.
