Exploring the Relationship Between School Support and Technology Use among Mongolian Teachers: The Mediating Role of TPACK

다국어 초록 (Multilingual Abstract)

Under the context of the recent curriculum reform in Mongolia emphasizing technoloy integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers’ use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers’ use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technoloy. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers’ technology integration, especially among Mongolian teachers who are less researched in the existing literature.

다국어 초록 (Multilingual Abstract)

Under the context of the recent curriculum reform in Mongolia emphasizing technoloy integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers’ use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers’ use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technoloy. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers’ technology integration, especially among Mongolian teachers who are less researched in the existing literature

참고문헌 (Reference)

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