Modelling the Impacts of Teachers’ Access, Motivation, Attitude, and Selfefficacy on Mathematics Teachers' Effective ICT Utilization in Classrooms

Abstract

This study modelled selected teachers factors on Mathematics teachers’ effective application of ICT in classrooms. This study employed a correlational research method. The participants were 322 Mathematics teachers in public secondary school in Enugu Metropolis, Enugu State, Nigeria. Five data collection tools; comprising three adapted and two researcher developed tools were used in the study. The collected data were analyzed using PLS-SEM. The results revealed that teachers’ access to ICT, teachers’ ICT motivation, and teachers’ ICT attitude, and teachers’ ICT self-efficacy significantly predicted secondary school Mathematics teachers’ utilization of ICT in the classrooms. More so, teachers’ ICT attitude played significant complementary partial mediation effect on the relationship between teachers’ access to ICT resources and Mathematics teachers ‘utilization of ICT facilities in teaching Mathematics. Based on the findings, recommendations were made. The findings imply that government at all levels could see the need to provide ICT facilities in the schools and enhance teachers’ ICT motivation, and teachers’ ICT attitude, and teachers’ ICT self-efficacy.