Techno-Pedagogical Competency and Self-Efficacy among Senior Secondary School Teachers of Kashmir Division: A Correlational Study

Abstract

Due to the fast integration of digital technologies in education, teachers now need to have strong techno-pedagogical competencies and confidence in their abilities to successfully integrate technology into teaching-learning process. This study examined the relationship between techno-pedagogical competency and self-efficacy among senior secondary schools of Kashmir division. Standardized measures of teacher self-efficacy and techno-pedagogical ability were used to gather data from a sample of senior secondary school teachers using a descriptive correlational research methodology. The data was analyzed using descriptive statistics, and Pearson’s product-moment correlation. The result of the study showed a statistically significant positive association between techno-pedagogical competency and self-efficacy indicating, teachers with higher levels of techno-pedagogical competency tended to show better confidence in their teaching abilities. The study emphasizes the value of institutional support, technology-focused training, and ongoing professional development in enhancing teachers’ techno-pedagogical competencies which in turn can boost instructors’ self-efficacy, encourage successful technology integration, and eventually lead to better instruction and better learning outcomes for students. The results have significant ramifications for school administrators, educational policymakers, and teacher education institutions when creating professional development initiatives that support the digital transformation of education.