IMPACT OF TEACHER'S PROFESSIONAL IDENTITY ON TECHNOLOGY INTEGRATION USING STRUCTURAL EQUATION MODELING

Abstract

The way teachers position and use technology in the classroom is greatly influenced by their professional identities, which shape how they interpret and behave in their teaching work. The professional identity of teachers are the set of beliefs, values, and practices that define their roles as educators. In the Azad Jammu and Kashmir region, it is vital to examine the professional identity towards educational goals. The study's goal was to examine teachers' professional identity orientation toward integrating technology into the classroom. Smart PLS Structural Equation Modeling was used to determine model fitness, and Origin software was used to determine, agreeableness, means, and adjusted R². Using a sample of 410 faculty members from the universities of Azad Jammu & Kashmir, it revealed that teachers professional identities i.e.  didactic and pedagogical orientation, learner centered orientation, teacher centered orientation and subject matter orientation significantly use technology for transformation and enrichment. The results of this study indicate a significant and positive connection between the model variables.

Universities should offer targeted professional development programs that focus on developing teachers' technology competencies and integrating technology into their teaching practices.  Furthermore, this study may helpful for a teacher to use different technological approaches to get educational goals.