TECHNOLOGY INTEGRATION AND TEACHER COMPETENCE: THE MEDIATING ROLE OF TEACHER SELF-EFFICACY
DOI:
https://doi.org/10.35631/IJMOE.830006Keywords:
English Language Teaching, Mediating Role, Teacher Competence, Teacher Self-Efficacy, Technology Integration, TPACKAbstract
China has invested substantially in digitalizing college English teaching, yet a persistent gap exists between technological investment and pedagogical transformation. This conceptual paper integrates TPACK, self-efficacy theory, and teacher competence frameworks to examine how technology integration translates into enhanced teaching capability. The central argument proposes that teacher self-efficacy functions as a mediating mechanism in this process. Technology integration provides mastery experiences that strengthen teachers’ beliefs in their capacity to teach effectively with digital tools. These efficacy beliefs subsequently influence core dimensions of teacher competence: instructional strategies, classroom management, and student engagement. The model suggests that the pathway from technology adoption to teacher development operates fundamentally through psychological processes. Theoretically, this framework shifts analytical attention from technological tools to teacher agency. Practically, it indicates that professional development should prioritize creating conditions that foster teachers’ confidence in their technological capabilities.
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