Anastasiia Kapuza, Daria Kolygina, Tatiana Khavenson and Diana Koroleva
The study examines how teachers and school administrative staff perceive external and internal barriers to the implementation of technologies into the teaching process and how…
Abstract
Purpose
The study examines how teachers and school administrative staff perceive external and internal barriers to the implementation of technologies into the teaching process and how teachers and school administrative staff technology readiness is related to these perceptions. These data were used for discussion and construction of an explanatory model.
Design/methodology/approach
The data from 8,188 Russian respondents who took the survey just before the first massive lockdown announcement due to coronavirus disease 2019 (COVID 19) was used. First, descriptive statistics were shown for two groups: teachers and administrative staff. Second, confirmatory factor analysis was applied to construct external and internal barriers scales. These scales were then used as dependent in a series of regressions with the technology readiness index (TRI) and the respondent role in schools as independent variables.
Findings
Results showed that administrative staff compared to teachers were more likely to select internal barriers related to teachers, while teachers were more likely to choose external obstacles. The technology optimism scale was negative, and negative attitudes toward technologies were positively related to both barriers.
Originality/value
The originality of the study lies in determining the relationship between the technology readiness and choosing barriers perception as well as comparing the sense of responsibility for the introduction of technologies in schools experienced by teachers and administrators.