교사 디지털 수업몰입 잠재프로파일 분석: 기술 수용 모델(TAM)을 기반으로

초록

In the era of digital transformation, teachers’ digital teaching engagement is a multidimensional key factor that enhances instructional quality by effectively integrating digital technologies into classroom contexts. However, prior studies have relied on variable-centered approaches, limiting their ability to capture the multidimensionality of engagement and heterogeneity among teachers. Drawing on the TAM, this study conducted a latent profile analysis with 956 elementary, middle, and high school teachers and identified three profiles(Leading Digital Engagement Group, Digital Motivation Driven Group, Low Digital Absorption Group). Results showed that teachers in higher-engagement profiles reported significantly greater digital teaching innovative behavior, whereas no significant differences were found in digital teaching stress across profiles. Moreover, both perceived ease of use and perceived usefulness significantly predicted engagement, with perceived usefulness emerging as the strongest predictor of engagement profiles. These findings highlight the need to design differentiated professional development and support strategies tailored to teachers’ digital teaching engagement profiles.

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