Abstract

The present research is an endeavor to examine whether EFL teachers’ school climate, TPACK, and attitude interact with teachers’ success in technology integration throughout their teaching process in EFL classes. To this end, data were collected from 209 Iranian EFL teachers. The results from conducting a series of Pearson correlations indicated a significant association between teachers’ TPACK and attitude and their technology use. Moreover, a significant relationship was found between school climate and teachers’ attitudes. Considering direct and indirect relations, structural equation modeling was employed so as to examine the relationship among the variables (i.e., school climate, TPACK, attitude, and technology integration). The results of this phase indicated that TPACK and attitude significantly predict technology integration. Considering the indirect path coefficients, it was confirmed that school climate predicts technology integration mediated by teachers’ attitude. The findings are discussed in light of the available literature and suggestions are provided for further research.

摘要

本研究旨在检验 EFL 教师的学校氛围、TPACK 和态度是否与教师在 EFL 课堂​​教学过程中技术整合的成功相互作用。为此，我们从 209 名伊朗 EFL 教师那里收集了数据。进行一系列 Pearson 相关性分析的结果表明，教师的 TPACK 和态度以及他们的技术使用之间存在显着关联。此外，学校氛围与教师态度之间存在显着关系。考虑到直接和间接关系，采用结构方程模型来检验变量（即学校氛围、TPACK、态度和技术整合）之间的关系。这一阶段的结果表明 TPACK 和态度显着预测技术整合。考虑到间接路径系数，证实了学校氛围预测由教师态度介导的技术整合。根据现有文献对研究结果进行了讨论，并为进一步研究提供了建议。