Investigating the Determinants of Digital Literacy among Primary School Teachers Using Structural Equation Modeling (SEM)

Abstract

In the era of rapid technological advancement, digital literacy has become an essential competency for educators, particularly primary school teachers who shape students’ early digital experiences. Despite ongoing efforts to integrate technology into Malaysian schools, empirical evidence on the determinants of teachers’ digital literacy remains limited. This study investigates the factors influencing digital literacy among primary school teachers using the Technology Acceptance Model (TAM) as the guiding theoretical framework. A quantitative research design was adopted, and data were collected through self-administered questionnaires from 236 primary school teachers in the Northern Region of Malaysia using multistage cluster sampling. Structural Equation Modeling (SEM) was employed to examine the relationships among digital literacy, perceived usefulness, perceived ease of use, intention to use, and technology acceptance. The findings reveal that digital literacy significantly influences perceived usefulness and perceived ease of use. However, digital literacy does not directly affect teachers’ intention to use technology. Instead, intention to use significantly predicts technology acceptance, highlighting its crucial mediating role within the TAM structure. These results suggest that while teachers may possess adequate digital competencies, motivational factors remain critical in translating literacy into actual technology acceptance. This study contributes to the growing body of literature on educational technology adoption by providing empirical evidence from the Malaysian primary education context. The findings offer practical implications for policymakers and educational stakeholders in designing targeted professional development programs to enhance teachers’ digital competencies and support sustainable technology integration in schools.