Technology-Assisted Teaching Work Performance: Quantitative Survey Among Public School Educators

Abstract Numerous studies emphasize that educators fail to incorporate technology into the classroom. Conversely, numerous instructional resources are available online, along with various services offered to educators and learners in schools. Consequently, this research focuses on evaluating the extent to which technology is integrated into teaching and learning sessions/classrooms by educators. This research is quantitative, utilizing a questionnaire to gather responses. The participants included 500 educators from various school types, specifically primary and secondary institutions. The data was analyzed using SPSS software (Statistical Package for the Social Sciences). A descriptive statistical analysis was performed to examine the demographic characteristics of respondents and the extent of technology integration in teaching and learning. The findings indicate that the moderate degree of technology integration seen among teachers highlights systemic problems, including insufficient professional development and support. Tackling these obstacles with thorough training initiatives, better resource availability, and enhanced institutional backing could improve technology integration within Malaysian classrooms, enabling educators to utilize technology more efficiently and promote increased student engagement and independence. Consequently, the backing of the school, MOE, and the educators is strongly highlighted to completely incorporate technology into teaching and learning.