This study proposes a conceptual framework examining the relationships between student engagement, student motivation, student learning effectiveness, and technology access towards teaching skills in suburban secondary schools. Based on a review of relevant literature, the framework suggests student-related factors and technology access play a significant role in shaping teachers’ teaching skills. This proposed framework aims to provide a theoretical foundation for future empirical studies and to support the improvement of teaching practices in suburban secondary schools. The proposed framework suggests higher levels of student engagement, motivation, and learning effectiveness, supported by adequate technology access, contribute positively to the development and enhancement of teaching skills among secondary school teachers. The findings of this study are expected to serve as a theoretical foundation for future empirical research and to guide educators and policymakers in improving teaching practices through targeted interventions and effective technology integration.
Saleh et al. (Thu,) studied this question.