Factors affecting information technology competency in the digital age of teachers under the Office of the Primary Educational Service Area of Samut Sakhon

Abstract

The objectives of this research were 1) examining the levels of factors influencing teachers’ information technology competency in the digital era under the Samutsakhon Primary Educational Service Area Office 2) investigating the levels of teachers’ information technology competency in the digital era under the Samutsakhon Primary Educational Service Area Office  and 3) analyzing the influence of factors affecting teachers’ information technology competency in the digital era under the Samutsakhon Primary Educational Service Area Office. This study employed a quantitative research design. The sample consisted of 327 teachers from schools under the Samut Sakhon Primary Educational Service Area Office, obtained through proportionate stratified random sampling. The research instrument was a five-point Likert scale questionnaire with a reliability coefficient of 0.98. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis. The findings revealed that:

            1) The overall level of factors influencing teachers’ digital-era information technology competency was high. When ranked from highest to lowest, the factors were: supervisory support, physical environment, attitudes toward the use of information technology, and computer skills.  2) The overall level of teachers’ information technology competency in the digital era was high. When ranked from highest to lowest, the components were: basic computer operations, safe use of information technology, use of technology in teaching and learning, and use of information technology for self-development. 3) The factors influencing teachers’ information technology competency in the digital era consisted of three variables, namely: computer skills, supervisory support, and attitudes toward the use of information technology.