Streamlining English Instruction: New Media Technology Engagement and Self-Efficacy
DOI:
https://doi.org/10.65339/ijsis.V1.I3.152Keywords:
English Instruction, New Media Technology, Professional Development, Self-Efficacy, Senior High School English Teachers, Technology Engagement, Technology IntegrationAbstract
This study examined new media technology engagement and self-efficacy among Senior High School English teachers and developed a New Media Technology Portfolio for English instruction. It was anchored in the Technology Acceptance Model, Selective Exposure Theory, SAMR Model, and Self-Efficacy Theory. An explanatory sequential mixed-methods design was employed involving 39 Senior High School English teachers in the Second Congressional District of Samar, with purposively selected participants for qualitative interviews. Data were collected using an adapted survey questionnaire based on established measures of user engagement, media and technology usage, and technology self-efficacy, supplemented by an interview guide. Findings showed average teacher engagement across communication, collaboration, community, creativity, and convergence and average self-efficacy across performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Relevant training was significantly associated with all engagement and self-efficacy domains, while educational background was significantly related to selected engagement domains and all self-efficacy domains. All five engagement domains were significantly and positively related to all four self-efficacy domains, with correlations ranging from .342 to .687. Qualitative findings identified unreliable internet connectivity, inadequate technological equipment, technical difficulties, limited student access to devices, and pedagogical constraints as major challenges. Teachers addressed these through professional development, backup plans, offline resources, and cooperative learning, while recognizing opportunities for student-centered learning and streamlined instruction. The study concludes that effective technology integration requires continuous professional development, institutional support, improved infrastructure, and equitable access to educational resources. The study supports SDG 4 – Quality Education by strengthening teachers’ capacity for technology-responsive English instruction. Its educational and technological sustainability contribution lies in supporting continuing teacher development and adaptable instructional practices through the developed New Media Technology Portfolio.
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