INTRAPERSONAL TECHNOLOGY INTEGRATION AS A MEDIATOR BETWEEN TEACHING COMPETENCE AND STUDENT ENGAGEMENT

Exequiel R. Gono Jr.

Abstract


This study investigates the relationship between teaching competence and student engagement, with intrapersonal technology integration as a mediating variable. Grounded in the Technology Acceptance Model (TAM) and Social Cognitive Career Theory (SCCT), the study employed a quantitative, non-experimental design using stratified sampling to survey 400 college students in the Davao Region. Descriptive statistics revealed high levels of intrapersonal technology integration and very high teaching competence, alongside generally high student engagement. Correlational analysis showed that both teaching competence and intrapersonal technology integration were positively and significantly associated with all dimensions of student engagement, with particularly strong correlations observed for online and cognitive engagement. Mediation analysis using Hayes' PROCESS model confirmed a partial mediation effect, with 54.5% of the total effect of teaching competence on student engagement transmitted through intrapersonal technology integration. These findings underscore the dual pathway of influence, affirming that while teaching competence independently drives student engagement, its impact is significantly amplified when educators possess internal motivation, confidence, and interest in using educational technology. The study contributes to the literature by offering a comprehensive, theory-driven model of engagement, and highlights the need for teacher development programs that cultivate both pedagogical skills and intrapersonal readiness for technology integration.

 

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Keywords


student engagement, teaching competence, intrapersonal technology integration, TPACK, higher education, mediation analysis, teacher self-efficacy

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i3.6550

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