BRIDGING PERCEPTION AND COMPETENCE: SCIENCE TEACHERS’ DIGITAL PEDAGOGY PRACTICES IN ETHIOPIAN SECONDARY SCHOOLS

Abstract

This study investigates the links between science teachers’ perceptions about technology, their digital competencies, and how they use technology in classrooms in Ethiopian secondary schools. A mixed-methods design was employed, combining survey responses from 363 science teachers in the Oromia Regional State with in-depth interviews involving 12 school leaders. This approach allowed the study to identify overall trends while capturing important contextual realities within schools. Quantitative data were analyzed using Structural Equation Modeling (SEM). The results showed that teachers’ digital competencies are the strongest predictor of their digital pedagogy practices. Teachers with higher levels of technological skill were more likely to integrate digital tools into teaching. Teachers’ perceptions toward technology also influenced classroom practice, though the effect was moderate. A strong positive relationship was found between perceptions and competencies, indicating that confidence and skill development reinforce each other over time. The qualitative findings supported these results and revealed challenges that hinder effective digital integration. Teachers reported limited technological content knowledge, anxiety about using digital tools, and serious infrastructural problems, including unreliable electricity and poor internet access. School leaders emphasized that without consistent resources and institutional support; even motivated teachers struggle to apply digital pedagogy. Guided by the Technology Acceptance Model (TAM), the TPACK framework, and Bandura’s Social Cognitive Theory, the study concludes that successful digital integration requires more than individual effort. The study recommends strengthening teacher education programs, investing in reliable digital infrastructure, and providing continuous professional development tailored to local contexts to improve science teaching and learning outcomes.