The mediating role of meaning in work in promoting teachers’ technology integration

Teachers’ integration of technology has been a critical focus for both teachers and researchers over the past three decades. This emphasis has intensified due to the COVID-19 pandemic, where technology integration has become a key factor in the success of classroom teaching and learning processes. Despite this attention, previous studies have shown limited exploration of the relationship between teachers’ technology integration and meaning in work as an internal variable. Therefore, using AMOS-structural equation modeling (SEM) analysis, this study aimed to develop a conceptual model examining the mediating role of meaning in work in the relationship between digital leadership, self-efficacy, and teachers’ technology integration. The study involved 200 junior high school teachers from Balikpapan City, East Kalimantan Province, a region in eastern Indonesia projected to become the new capital. A total of four variables were analyzed in this study: meaning in work, digital leadership, self-efficacy, and teachers’ technology integration (Z, X, and Y, respectively). The results showed that (1) digital leadership affected meaning in work and teachers’ technology integration, (2) self-efficacy affected meaning in work and teachers’ technology integration, (3) meaning in work affected teachers’ technology integration, and (4) meaning in work could mediate the relationship between digital leadership and self-efficacy in teachers’ technology integration. These findings contribute to a deeper understanding of the relationships among digital leadership, self-efficacy, and meaning in work, and their collective impact on teachers’ technology integration. Furthermore, the study highlights the significant role of meaning in work as a mediator in these relationships, providing a foundation for the development of digital leadership strategies and training programs aimed at improving technology integration in education.