Analysis of Teacher Training Needs in Integrating Technology in Learning
Keywords:
Training Readiness, Organizational Support, Training Needs, Learning Technology IntegrationAbstract
The rapid development of information technology requires teachers to be able to integrate technology in the learning process. This study aims to analyze the factors that influence teacher training needs in integrating learning technology, by reviewing the influence of teacher technological competence (TPACK), readiness to participate in training (training readiness), and organizational support as moderator variables. This study uses a quantitative approach with a total of 100 respondents from junior high and senior high school teachers. Data were collected through questionnaires and analyzed using validity tests, reliability, t-tests, F-tests, and determination analysis (R Square). The results showed that all instruments were valid and reliable (Cronbach's Alpha = 0.982). Partial tests showed that teacher technological competence (t = 7.304; sig. = 0.000) and readiness to participate in training (t = 5.475; sig. = 0.000) significantly influenced training needs. The regression model had an R Square of 0.961, while after including organizational support it increased to 0.967, which means organizational support strengthens the relationship between variables. The conclusions of this study confirm that improving teacher technological competence and preparedness requires strong organizational support for effective and sustainable technology integration training. These findings offer important implications for schools and policymakers in designing teacher training programs based on real-world needs and institutional contexts
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