Abstract
The “will-skill-tool” model has been one of the most concise models for examining educational technology integration in schools. In addition, studies have shown that its three core factors – teacher beliefs, teacher skills and the quality of the infrastructure – are embedded in a larger context. In order to advance the understanding of the contextual influence of different stakeholders, a structural equation model was tested with data from a survey of N=349 elementary school teachers in Switzerland. Results show that teacher beliefs are mainly influenced by the engagement of school principals, while teacher skills seem to be more dependent on the engagement of teacher leaders. In addition, parent engagement seems to have an impact on both these aspects, although most teachers report that parents are rarely active in this regard. The availability of digital devices is influenced by the engagement of the local school board, teacher leaders and fellow teachers. In sum, the results show that teachers need to be supported by proximal rather than distal stakeholders, especially by school principals and teacher leaders.
Petko, Dominik