Teachers’ self-efficacy in ICT and use of technological resources in public elementary education

Authors

DOI:

https://doi.org/10.20397/2177-6652/2026.v26i2.3143

Keywords:

modelo de aceitação de tecnologia (TAM); autoeficácia em TIC; escolas públicas; PLS-SEM

Abstract

Objective: To analyze the relationship between elementary school teachers' self-efficacy in Information and Communication Technologies (ICTs) and their pedagogical use of these technologies, examining whether self-efficacy moderates the intention to use and the adoption of traditional and constructivist approaches.

Methodology: A quantitative, descriptive, and cross-sectional study with primary data collection through a structured questionnaire sent to elementary school teachers in public schools. The analysis employed structural equation modeling using partial least squares (PLS-SEM) with the SmartPLS software.

Originality/Relevance: This study contributes to the understanding of ICT acceptance in public education, highlighting the role of teachers' self-efficacy. By utilizing the Technology Acceptance Model (TAM), the research explores theoretical gaps regarding the relationship between self-efficacy and the pedagogical use of ICTs.

Main Results: Self-efficacy in ICTs proved to be a significant predictor of both traditional and constructivist pedagogical use of ICTs. However, the hypothesis that self-efficacy would positively moderate the relationship between the intention to use and constructivist pedagogical use was not supported. Additionally, teachers with higher educational levels, younger teachers, and those teaching in Elementary School I exhibited greater self-efficacy in ICTs.

Theoretical/Methodological Contributions: The research reinforces the importance of teachers’ self-efficacy in adopting ICTs and contributes to the enhancement of TAM in education. The study supports the influence of perceived ease of use and perceived usefulness on teachers' attitudes toward ICTs.

Social/Managerial Contributions: The results suggest that educational policies should invest in teacher training to expand ICT use, promoting constructivist and innovative approaches.

Keywords: technology acceptance model (TAM); self-efficacy in ICT; public schools; PLS-SEM.

Author Biographies

Maria Regina da Penha Guilherme da Silva, FUCAPE Business School

Maria Regina da Penha Guilherme da Silva holds a Master’s degree in School Management from FUCAPE Business School (Brazil). Her academic background includes a Bachelor’s degree in Pedagogy from the Faculty of Education of Vitória, a postgraduate degree in Inclusive Education from the Ulysses Boyd Higher Institute of Education and Culture and in Religious Education from Faculdade Unida. She works in Early Childhood Education and Elementary Education.

Danilo Magno Marchiori, FUCAPE Business School

Danilo Magno Marchiori is Ph.D. in Management at University of Beira Interior (Portugal) and Mackenzie Presbyterian University (Brazil). His academic background includes a master’s degree in Management at FUCAPE Business School (Brazil). He is a research fellow in NECE-UBI (Research Center in Business Sciences).

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Published

2026-06-23

How to Cite

Guilherme da Silva, M. R. da P., & Marchiori, D. M. (2026). Teachers’ self-efficacy in ICT and use of technological resources in public elementary education. Revista Gestão & Tecnologia, 26(2), 70–95. https://doi.org/10.20397/2177-6652/2026.v26i2.3143

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Vol. 26 No. 2 (2026)

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ARTIGOS

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