MAPPING STAGES OF CONCERN AMONG SARAWAK TEACHERS USING CBAM: THE ROLE OF DIGITAL COMPETENCY AND SCHOOL LOCATION

Abstract

This study investigates the stages of concern (SoC) among urban and rural public school teachers in Sarawak regarding the adoption of emerging technologies in their instructional practices. Guided by the Concerns-Based Adoption Model (CBAM), a quantitative approach was employed involving 380 teachers who completed the Stages of Concern Questionnaire (SoCQ). Univariate ANOVA analyses were conducted to examine the effects of School Location (SL) and Digital Competency Score (DCS) on the seven SoC dimensions. The results revealed significant differences (p < .01), indicating that both school location and digital competency significantly influence teachers’ emerging technologies adoption. These findings suggest the need for structured digital competency training tailored to teachers’ specific SoC stages based on geographical location and digital competency levels.