Influence of Sociodemographic Factors on Croatian Secondary School Teachers’ Readiness for Digital Transformation

The findings of the research preceding this article clearly point to the conclusion that two prerequisites need to be met in order to successfully start the process of digital transformation of educational institutions. Firstly, without a targeted supply of up-to-date ICT equipment, most of the elements described both in TAM and other models can be extraneous and potentially lacking in significant effects. Before considering any individual characteristics that are usually the focus of TAM, availability of the ICT infrastructure should be the basis for the encouragement of the actors to overcome their personal limitations. Secondly, in line with copious scientific findings which suggest that access to ICT is in itself an important determinant of technology adoption, it is mandatory to test the individual readiness for the digital transformation, taking into account the factors of enthusiasm and fear. Tests should provide an individualized, custom-made approach for each staff member as a key stakeholder of transformative effort. Since data sets and ensuing factors provided by the initial research were not yet tested for sociodemographic differences among respondents, this article is the step forward. Taking into account the key factor of digital enthusiasm and relating it to sociodemographic categories, results point to a clear a) negative relationship between enthusiasm and seniority and b) positive relationship between seniority and familiarity with digital transformation strategy. Teachers with longer work experience seem to be more familiar with digital transformation characteristics and goals, but that does not make them significantly more enthusiastic about the process. On the other hand, regardless of being less familiar with the digital transformation, teachers with less work experience are more enthusiastic about digital transformation. It seems that seniority and familiarity reduce enthusiasm, while lower amiliarity and shorter exposure to the institutional logics increases it.