Profiling secondary teachers' ICT attitudes: Demographic differences and CFA/SEM analysis

Abstract

This study presents the first validation of a multidimensional ICT (Information and Communication Technology) Attitude Scale among secondary school teachers in Northeast India using Confirmatory Factor Analysis/Structural Equation Modeling (CFA/SEM) (CFI = 0.92), demonstrating strong convergent validity across all factors (AVE = 0.53–0.66). Secondary analyses assessed demographic differences by gender, subject area, and location. Results indicate that 6.25% of teachers exhibit a highly positive attitude towards ICT, 25% are positive, 38.13% are neutral, 11.87% are negative, and 18.75% have a highly negative attitude. These findings suggest that a considerable proportion of teachers remain uncertain or express concerns about integrating ICT into their teaching practices. One-way ANOVA identified significant differences in ICT attitudes based on gender and subject background. The F-value [F(1,158) = 5.037] exceeds the critical value at the 0.05 significance level, indicating a statistically significant difference between male and female teachers, with male teachers reporting more positive attitudes towards ICT. Similarly, Science teachers demonstrate a significantly more favourable attitude towards ICT compared to Arts teachers [F(1,158) = 5.111, p = 0.025]. In contrast, no significant difference is observed between urban and rural teachers [F(1,158) = 2.361, p = 0.126], suggesting that geographical location does not substantially influence ICT attitudes. Effect size estimates (Cohen's d = 0.36–0.37 for gender and subject; η² = 0.015–0.031) reflect small but meaningful differences, while the effect for location is trivial. These results underscore the need for targeted ICT training initiatives, particularly for female and Arts teachers, to enhance their confidence and competence in using technology.