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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Muhammad Sofwan & Akhmad Habibi & Razaz Waheeb Attar & Turki Mesfer Alqahtani & Sarah A. Alahmari & Amal Hassan Alhazmi, 2024. "Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modelling," Sustainability, MDPI, vol. 16(19), pages 1-12, September.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:19:p:8496-:d:1489004
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    Citations

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    Cited by:

    1. Ayşegül Tongal & Fatih Serdar Yıldırım & Yasin Özkara & Serkan Say & Şükran Erdoğan, 2024. "Examining Teachers’ Computational Thinking Skills, Collaborative Learning, and Creativity Within the Framework of Sustainable Education," Sustainability, MDPI, vol. 16(22), pages 1-18, November.
    2. Ziyu Qin & Jia Wang & Yunhan Wang & Lihao Liu & Junye Zhou & Xinyu Fu, 2025. "Assessing the Impacts of New Quality Productivity on Sustainable Agriculture: Structural Mechanisms and Optimization Strategies—Empirical Evidence from China," Sustainability, MDPI, vol. 17(6), pages 1-47, March.

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