Effects of High School Teacher’s Teacher Efficacy and Job Satisfaction on ICT-Integrated Instruction: The Mediating Effect of Learner-Centered Teaching Practices

Objectives The purpose of this study was to analyze the effects of high school teachers' teacher efficacy and job satisfaction on ICT-enhanced instruction through the mediation of learner-centered instruction. Through this study, we aimed to find out how teachers' psychological factors, teacher efficacy and job satisfaction, affect learner-centered instruction and ICT-enhanced instruction. Methods The study utilized data from the second year of the first cycle of the Gyeonggi Education Status Survey, conducted by the Gyeonggi Educational Research Institute, targeting high school teachers in Gyeonggi Province. The measured variables included teacher efficacy, job satisfaction, learner-centered teaching practices, and ICT-integrated instruction. Structural equation modeling (SEM) and bootstrapping techniques were employed to analyze the relationships between variables. Results The analysis revealed that teacher efficacy and job satisfaction did not directly influence ICT-integrated instruction but had an indirect effect mediated by learner-centered teaching practices. Specifically, learner-centered teaching practices exhibited a full mediating effect on the relationship between teacher efficacy and ICT-integrated instruction, as well as between job satisfaction and ICT-integrated instruction. Conclusions This study confirms that learner-centered teaching practices play a critical mediating role in translating teacher efficacy and job satisfaction into ICT-integrated instruction. These findings highlight the need for school environments and policy support to enhance teachers’ digital literacy and promote learner-centered pedagogy. The study provides practical recommendations for improving ICT-integrated instruction and fostering learner-centered teaching practices.