The role of teachers’ digital competence in primary school students’ learning motivation

This study examines the relationship between teachers’ technological competencies and primary school students’ motivation to learn, focusing specifically on autonomous forms of motivation. The study is based on a quantitative, non-experimental, correlational design and was conducted in public primary schools in Kosovo. The research involved 20 teachers and 350 fourth and fifth grade students, organized into 20 classes. Teachers’ technological competencies were measured using the DigCompEdu Check-In instrument, while students’ motivation was assessed using the Elementary School Motivation Scale, based on Self-Determination Theory. Analyses were conducted at the class level to maintain consistency between the measurement levels of the variables. The results showed that teachers display average to good technological competencies, while students have relatively high levels of motivation to learn, especially in the identified regulation dimension. Correlational analyses showed a positive and statistically significant relationship between teachers’ technological competence and overall student motivation, as well as with intrinsic motivation and self-regulation identified in reading, writing and mathematics. In contrast, no significant relationship was found with external regulation of motivation. The findings suggest that technology is associated with student motivation only when it is integrated in a pedagogically intentional way and supports autonomous forms of motivation. The study offers important implications for teacher professional development and educational policies in primary education.