Investigating mathematics teachers’ technology acceptance and self-efficacy for technology integration: a structural equation modeling approach

Abstract

The effective integration of technology into educational environments is closely related to teachers’ digital skills and their willingness to use these tools in teaching processes. In this respect, the study aimed to examine the relationship between mathematics teachers’ acceptance levels towards technology and their self-efficacy beliefs about technology integration. The study was designed using the relational survey model and the data were analyzed with structural equation modeling (SEM). The research sample consisted of 381 mathematics teachers working in different school types. The Technology Acceptance Scale (TAM) and Self-Efficacy Perception Scale for Technology Integration (S-ET) were used as data collection tools. The results of the analyses revealed that there was a statistically significant and moderately positive relationship between technology acceptance and self-efficacy towards technology integration (r = 0.541; β = 0.42; p < .001). The findings showed that teachers’ positive attitudes towards technology supported their self-efficacy towards technology integration. However, it is concluded that positive attitudes alone are not sufficient for effective technology integration; teacher education programs should be structured to strengthen practical skills and pedagogical approaches to technology use. It is also suggested that contextual factors (infrastructure, technical support, inservice training) should be taken into consideration.