Self-efficacy as a moderator of the effect of techno-pedagogical competence on economics teachers' readiness
DOI:
https://doi.org/10.59672/ijed.v6i3.4929Keywords:
Digital era, Self-efficacy, Teaching readiness, Techno-pedagogical competenceAbstract
Teachers' readiness to teach in the digital era presents a strategic challenge for 21st-century education. This study examines the effect of TPC on economics teachers' TR, with SE as a moderating variable. Using a quantitative explanatory design, data were collected via questionnaires from 204 senior and vocational high school economics teachers in Minahasa Regency, who were purposively selected. The data were analyzed with SEM-PLS. The results confirm that TPC significantly influences both SE and TR. SE also has a significant positive effect on TR and demonstrates a moderating role, strengthening the relationship between TPC and TR. The model shows moderate to substantial predictive power, with R² values of 0.468 for SE and 0.597 for TR. These findings highlight that teacher development programs should not only prioritize technical competence but also foster self-efficacy as a psychological resource for effective digital teaching readiness. The study is limited by its focus on one region and subject area, as well as its reliance on self-reported quantitative data. Future research should adopt a longitudinal approach and expand to other contexts to better capture the complexity of teachers’ readiness in the digital era.
Downloads
References
Al-Hattami, H. M. (2025). Understanding how digital accounting education fosters innovation: The moderating roles of technological self-efficacy and digital literacy. The International Journal of Management Education, 23(2), 101-131. https://doi.org/https://doi.org/10.1016/j.ijme.2025.101131
Asenahabi, B. M. (2019). Basics of research design: A guide to selecting appropriate research design. International Journal of Contemporary Applied Researches, 6(5), 76–89. https://surl.li/nypful
Chounta, I. A., Ortega-Arranz, A., Daskalaki, S., Dimitriadis, Y., & Avouris, N. (2024). Toward a data-informed framework for the assessment of digital readiness of higher education institutions. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00491-0
Değirmencioğlu, Ü. L. (2021). The impact of teacher self-efficacy on teaching techniques: Traditional or contemporary? European Journal of English Language Teaching, 6(3). https://doi.org/http://dx.doi.org/10.46827/ejel.v6i3.3662
Devi, B., Khandelwal, B., & Das, M. (2017). Application of bandura’s social cognitive theory in the technology enhanced, blended learning environment. International Journal of Applied Research, 3(1),721–724. https://www.allresearchjournal.com/archives/?year=2017&vol=3&issue=1&part=J&ArticleId=3115
Dominic, M., & Francis, S. (2015). An adaptable e-learning architecture based on learners’ profiling. International Journal of Modern Education and Computer Science, 7(3), 26–31. https://doi.org/10.5815/ijmecs.2015.03.04
Grewal, T. K. (2023). Elementary school teachers’ pedagogical digital competency and self-efficacy during the covid-19 pandemic: A Multiple Case Study. https://digitalcommons.liberty.edu/doctoral/4545
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hair, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106–121. https://doi.org/10.1108/EBR-10-2013-0128
Hari Santhi Dewi, K., Sudiatmika, I. P. G. A., Rahardian Rifky Lana, & Pradipta, I. M. (2024). Pengaruh kompetensi technological pedagogical content knowledge (tpack) terhadap keterampilan guru smk dalam merancang perangkat pembelajaran berbasis digital (The influence of technological pedagogical content knowledge (TPACK) competency on vocational school teachers' skills in designing digital-based learning devices). Journal on Education, 6(2 SE-Articles), 13943–13953. https://doi.org/10.31004/joe.v6i2.5249
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Hijriyah, A. L., Putri, A. H., Setiyawan, A., & Badrisya, A. H. (2024). The social cognitive theory by albert bandura and its implementation in arabic language learning. Mantiqu Tayr: Journal of Arabic Language, 4(2), 626–639. https://doi.org/https://doi.org/10.25217/mantiqutayr.v4i2.4564
Huang, Y. (2022). The role of digital readiness innovative teaching methods in music art e-learning students’ satisfaction with entrepreneur psychological capital as a mediator: Evidence from music entrepreneur training institutes. Frontiers in Psychology, 13, 979628. https://doi.org/10.3389/fpsyg.2022.979628
Johnston, T. M., Brezina, T., & Crank, B. R. (2019). Agency, self-efficacy, and desistance from crime: An application of social cognitive theory. Journal of Developmental and Life-Course Criminology, 5, 60–85. https://doi.org/https://doi.org/10.1007/s40865-018-0101-1
Kem, D. (2022). Personalised and adaptive learning: Emerging learning platforms in the era of digital and smart learning. International Journal of Social Science and Human Research, 5(2), 385–391. https://doi.org/10.47191/ijsshr/v5-i2-02
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. ICT Integrated Teacher Mducation Models, 1–8. http://cemca.org.in/ckfinder/userfiles/files/ICT teacher education Module 1 Final_May 20.pdf
Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244–257. https://doi.org/https://doi.org/10.1016/j.compedu.2016.09.003
Manik, S., Sembiring, M., Padang, I., & Manurung, L. (2022). Theory of bandura’s social learning in the process of teaching at sma methodist berastagi kabupaten karo. Jurnal Visi Pengabdian Kepada Masyarakat, 3(2), 85–96. https://doi.org/https://doi.org/10.51622/pengabdian.v3i2.729
Maphosa, V. (2021). Teachers’ perspectives on remote-based teaching and learning in the COVID-19 era: Rethinking technology availability and suitability in Zimbabwe. European Journal of Interactive Multimedia and Education, 2(1), e02105. https://doi.org/https://doi.org/10.30935/ejimed/9684
Mishra, P., & Koehler, M. J. (2016). Handbook of technological pedagogical content knowledge (tpack) for educators. Routledge.
Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171–3195. https://doi.org/https://doi.org/10.1007/s10639-022-10924-w
Phan, N. T. T., & Dang, T. T. L. (2017). Teacher readiness for online teaching: A critical review. Journal on Open and Distance E-Learning, 3(1), 1–16. https://ijodel.upou.edu.ph/ijodel/article/view/18
Prates, U., Cruz, M., Mascarenhas, D., & Maia-Lima, C. (2025). Technology experiences in initial teacher education: A systematic review. Open Education Studies, 7(1). https://doi.org/10.1515/edu-2024-0059
Purnadewi, G. A. A., Arnawa, N., & Tatminingsih, S. (2023). The influence of school culture, learning interest, and learning motivation on science learning outcomes. Indonesian Journal of Educational Development (IJED), 4(2), 126-138. https://doi.org/10.59672/ijed.v4i2.3040
Ramdhani, S., Nirmala, S. D., & Nurcahyono, N. A. (2025). Challenges in online mathematics education for elementary schools: A teacher’s perspective from Indonesia. Indonesian Journal of Educational Development (IJED), 6(1 SE-), 109–123. https://doi.org/10.59672/ijed.v6i1.4640
Randall, R., Sukoco, G. A., Heyward, M., Purba, R., Arsendy, S., Zamjani, I., & Hafiszha, D. A. (2022). Studi kesenjangan pembelajaran ii mereformasi kurikulum indonesia: Bagaimana kurikulum merdeka mengatasi learning loss dan meningkatkan hasil belajar dalam literasi dan numerasi (Learning gap study ii reforming the indonesian curriculum: how the independent curriculum addresses learning loss and improves learning outcomes in literacy and numeracy). https://www.inovasi.or.id/wp-content/uploads/2022/06/Studi-Kesenjangan-Pembelajaran-seri-2-IND-1.pdf
Santos, A., Wang, W., & Lewis, J. (2018). Emotional intelligence and career decision-making difficulties: The mediating role of career decision self-efficacy. Journal of Vocational Behavior, 107, 295–309. https://doi.org/https://doi.org/10.1016/j.jvb.2018.05.008
Sarwa, A. S., Hasibuan, N. I., & Priyadi, M. (2020). Teacher readiness in accommodating the TPACK framework to meet teacher competence the 21st Century. J. Phys. Conf. Ser, 1511(1). https://doi.org/doi:10.1088/1742-6596/1511/1/012041
Sekretariat GTK. (2018). 40 persen guru yang siap dengan teknologi (40 percent of teachers are technology ready). https://gtk.dikdasmen.go.id/read-news/40-persen-guru-yang-siap-dengan-teknologi
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: The role of parenting style. Scientific Reports, 14(1), 5571. https://doi.org/10.1038/s41598-024-55530-7
Srijayanti, N. P. S. ., Kristiantari, M. G. R. ., & Adji, S. S. . (2023). The relationship between teacher pedagogical competence, career expectations, and school infrastructure and learning outcomes of grade VI students. Indonesian Journal of Educational Development (IJED), 4(2), 219-229. https://doi.org/10.59672/ijed.v4i2.3046
Suhardita, K., Widana, I. W., Degeng, I. N. S., Muslihati, M., & Indreswari, H. (2024). Sharing behavior in the context of altruism is a form of strategy for building empathy and solidarity. Indonesian Journal of Educational Development (IJED), 5(3), 316-324. https://doi.org/10.59672/ijed.v5i3.4145
Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “Digitality-related pedagogical and content knowledge”-model in STEM-education. Education Sciences, 13(8), 769. https://doi.org/https://doi.org/10.3390/educsci13080769
Tømte, C., Enochsson, A.-B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26–35. https://doi.org/https://doi.org/10.1016/j.compedu.2015.01.005
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
UNICEF. (2021). Situational analysis on digital learning landscape in indonesia. https://www.unicef.org/indonesia/media/8766/file/Digital Learning Landscape in Indonesia.pdf
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/https://doi.org/10.1111/jcal.12029
Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://doi.org/https://doi.org/10.70725/307718pkpjuu
Widana, I. W., Suarta, I. M., & Citrawan, I. W. (2019). Work motivation and creativity on the teacher's ability to develop HOTS-based assessments. International Journal of Social Sciences and Humanities, 3(3), 188-200. https://doi.org/10.29332/ijssh.v3n3.378
Widana, I. W., Sopandi, A. T., Suwardika, I. G. (2021). Development of an authentic assessment model in mathematics learning: A science, technology, engineering, and mathematics (STEM) approach. Indonesian Research Journal in Education, 5(1), 192-209. https://doi.org/10.22437/irje.v5i1.12992
Widodo, Y. B., & Akbar, K. F. (2024). Effectiveness of technology use in indonesian high schools: student engagement, school capacity, teacher performance. International Journal of Business, Law, and Education, 5(1), 615–627. https://doi.org/https://doi.org/10.56442/ijble.v5i1.442
Wu, M. L. (2015). Teachers’ experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games. Michigan State University.https://www.proquest.com/openview/ec82212fc91fa7e49e01bf9c512f71bd/1?pq-origsite=gscholar&cbl=18750
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Silvana Shirly Alice Oroh, I Kadek Satria Arsana, Herman Philips Dolonseda
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an Open Access article distributed under the terms of Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material.
