Mapping Digital Engagement of English Teachers: A Hybrid Approach

Abstract

Teachers’ role takes an essential position in determining the success of technology integration. Thus, evaluating teachers’ attitudes and behaviour relating to technology is critical. Typically, researchers use Davis (1989)’s Technology Acceptance Model (TAM) framework for assessing teachers’ technology acceptance, but this model stresses the linear relationship between teachers’ psychological perceptions and their behaviour, and fails to consider the heterogeneity among teachers. This study creates a hybrid framework that combines TAM with typology, which is then applied by examining 33 English teachers in a Chinese, examination-oriented school. After administering structured questionnaires and conducting follow-up interviews, the researchers analysed the data using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson’s correlation analysis and multiple linear regression. The results showed that among cautious practitioners (n = 21) perceived usefulness (PU) and perceived ease of use (PEOU) had a positive impact on the actual behaviour, with PU being a stronger predictor. However, interactive innovators (n = 12) had higher intrinsic motivation, resulting in an insignificant correlation between PU/PEOU and ATU. Background variables (teaching experience, school stage and prior training) had no significant effect on PU or PEOU in this context. The hybrid model reveals heterogeneity in teachers’ technology integration, providing a basis for differentiated training and policymaking. However, the study is limited by its small sample size and specific context. Future research could expand the sample size, incorporate additional variables for categorising teacher types and further refine the hybrid model to inform digital educational practices.