Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. 1, Part 4 (2025)

Teachers’ Digital Learning Technology Utilization, Self-Efficacy, and Effectiveness in Chinese Primary Schools

Shi Ya Meng

Discipline: Education

 

Abstract:

This study examined the relationships among teachers’ utilization of digital learning technologies, self-efficacy, and teaching effectiveness in Chinese primary schools. It aimed to describe teachers’ demographic profiles, assess their use of digital learning technologies, determine their teaching effectiveness, and test the relationships among these variables. Using a descriptive research design, the study surveyed 425 teachers selected from three primary schools in China through a validated questionnaire. Most respondents were female, aged 36–40, with master’s degrees and 1–3 years of teaching experience. Results revealed that technology infrastructure was perceived as the most influential factor in digital learning technology utilization. In terms of self-efficacy, professional development emerged as the most significant aspect, while teaching content was identified as having the greatest impact on teaching effectiveness. Findings indicated significant relationships among digital learning technology utilization, self-efficacy, and effectiveness, suggesting that teachers who are more confident and technologically competent tend to be more effective in classroom instruction. The study concluded that enhancing teachers’ access to technology, training, and pedagogical support can strengthen both their self-efficacy and teaching performance. Based on the findings, a faculty development program was proposed to improve Chinese primary teachers’ digital learning technology utilization, self-efficacy, and overall teaching effectiveness.



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