A pilot study on individual and contextual factors influencing teachers’ digitalisation process

The process of school digitalisation has been on the rise in recent years, but the relationship
between technology and teachers has had a strong acceleration during the global pandemic due
to the coronavirus disease 2019. 198 teachers from primary to high school fill a questionnaire
about demographic variables (age, gender, education level, school level in which they teach and
years of seniority at work), perceptions of using some digital tools and specific platforms before
and during the pandemic (after the first lockdown), self-esteem, self-efficacy, cognitive flexibility,
and burnout perceptions. A non-parametric analysis was first conducted with the application of
the Wilcoxon test for paired measures. Subsequently, a MANOVA was applied to verify any
differences between teachers belonging to different school levels and having different levels of
seniority. According to literature we found that self-efficacy, self-esteem, cognitive flexibility,
burnout and service seniority are influential factors for teachers’ perceived digitalisation level.