Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 2 (2025)

Motivating Factors that Influence the Integration of Technology in Instruction

Kemberly Rosales | Lloyd Alzola

Discipline: Information Technology

 

Abstract:

This study investigates the factors affecting the motivation of the respondents to use technology in instruction. Moreover, it explores the impact of the respondents' demographic profile on their motivation regarding technology integration. The demographic profile of the teachers was described in terms of age, grade being handled, number of relevant training sessions related to utilizing technology for instruction, coordinatorships related to ICT, and years of teaching. Also, the level of motivation of teachers to use technology for instruction in terms of performance expectancy, effort expectancy, social influence, and facilitating conditions. This also found a significant difference in teachers' motivation level in utilizing technology for instruction when grouped according to demographic profile in the schools of the Second Congressional District in Quezon Province. A motivational program developed based on the results served as the study's output. The questionnaire was given to 115 teachers. Quantitative research methods such as descriptive survey and descriptive comparative design were used in the study. The study found that most of the respondents belonged to the age range of 23 to 32 years old, had been handling grade 3, had attended at least 1–3 relevant training in utilizing technology for instruction, had no coordinatorship related to ICT, and had 6 to 10 years of teaching experience. It was also revealed that there was a high level of motivation in utilizing technology for instruction in terms of performance expectancy, effort expectancy, social influence, and facilitating conditions. The qualitative index obtained a highly motivated WAM from the respondents. Moreover, the analysis presented here shows a statistically significant difference in the teachers’ profiles in terms of the grades being handled, the amount of relevant training they receive, and their level of motivation in utilizing technology for instruction. However, there was no significant difference in teachers' motivation level in using technology for instruction when grouped according to the respondents’ age, coordinatorships related to ICT, and years of teaching. The motivational program was developed to address the issues and concerns of the teachers in their motivation to utilize technology for instruction. A recommendation was given to teachers to continuously assess their motivating factors and follow the motivational program to improve their abilities and understanding of using technology effectively also, for ICT personnel to intensify their engagement in supporting teachers with technology integration and follow the motivational program to fully understand the teachers standing and level of motivation in using technology for instruction. School administrators should utilize the developed motivational program to make informed decisions or policies regarding the utilization of technology in teaching. The Department of Education needs to provide motivational and financial support in incorporating technology into instruction. Future researchers should undertake further studies on other schools and explore the different motivational factors of teachers in technology integration.



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