Factors influencing technology integration of high school english teachers in Indonesia

In the twenty-first century, technology integration in education has become essential as it enhances teaching methods and helps efficient learning in the digital era. Using the TPACK—Technological, Pedagogical, and Content Knowledge—framework, this study investigates the elements that influence technology integration among English teachers in public secondary schools in Jambi, Indonesia. The paper examines variables such as Perceived Technological Knowledge (PTK), Perceived Knowledge for Integrating Technology (PKIT), ICT Pedagogical Practices (IPP), Teachers’ Knowledge Excluding Technology (TK), Institutional Support (IS), Motivation (MVT), and Work Engagement (WE). Using a quantitative survey design, information was collected from 586 individuals and processed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) application. The results indicate that many factors significantly influence technology integration; institutional support and teacher motivation are clearly important factors. Although ICT Pedagogical Practices (IPP) were measured, they did not directly impact technology integration in our approach. Possible reasons for our outcome include domain specificity (inquiry-based uses are more challenging), contextual restrictions (time, infrastructure, and support), and teachers' pedagogical attitudes and mentorship experiences. These variables may prevent the use of pedagogically sound practice in the classroom. This study offers actionable recommendations. Professional development, such as in-class mentoring and ‘mirrored practice’, can enhance pedagogical effectiveness. To remove infrastructural and time constraints, policymakers should prioritize resource distribution through device-pool schemes, scheduled computer lab access, and on-site technical help. Finally, diversified PD modules for ICT objectives (presentation, assessment, inquiry) are advised because various aims require different supports.