ENHANCING PRIMARY SCHOOL TEACHERS’ SELF-EFFICACY THROUGH THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) FRAMEWORK: INSIGHTS FROM TRIPOLI, LIBYA

Abstract

 
This study explores the integration of the Technological Pedagogical Content Knowledge (TPACK) framework among primary school teachers in Tripoli, Libya, focusing on the factors that influence its adoption and effectiveness. With the rapid evolution of educational technology, effective integration is crucial for enhancing teaching efficacy and improving student outcomes. Using a mixed-methods approach, the study surveyed 750 primary school teachers from six districts in Tripoli through structured questionnaires, capturing data on self-efficacy, organizational support, technological access, and perceived usefulness of educational technologies. The quantitative analysis employed statistical techniques such as exploratory factor analysis, structural equation modeling (SEM), and path analysis to examine relationships and identify the mediating role of self-efficacy in TPACK adoption. Key findings reveal that self-efficacy plays a significant mediating role, with teachers reporting greater confidence in using technology when they believe in their abilities. Additionally, perceived ease of use and usefulness of technological tools were found to moderate the impact of technological support on TPACK integration. Qualitative insights gathered from semi-structured interviews provide a deeper understanding of the barriers and facilitators of TPACK adoption, emphasizing the challenges posed by limited infrastructure, insufficient training, and resistance to change. However, the study also highlights the positive impact of collaborative learning environments and strong organizational support in overcoming these obstacles. The findings provide valuable implications for policymakers, educators, and administrators aiming to enhance TPACK integration in Libya’s primary schools. Recommendations include the development of tailored professional development programs, improved technological infrastructure, and the promotion of collaborative practices among teachers. These efforts will help ensure the sustainable integration of educational technologies and improve teaching and learning outcomes in Libya’s primary education system.