Factors Influencing the Integration of Technology of High School English Teachers in Indonesia: Analysis Structural Equation Modelling (SEM) and Partial Least Square (PLS)

This study aims to present teachers’ understanding of TPACK (technology, pedagogy, and content knowledge) and how TPACK is manifested in use, and the research examines the concept of teachers’ technology integration (Tecint). In particular, the primary purpose of this study is to find out the factors that influence English teachers in technology integration in Jambi city, Indonesia. This study is a cross-sectional survey in which the data were collected at one point in time from a sample of 294 English teachers. This study reveals that perceived technology knowledge had a significant and positive effect. Perceived knowledge to integrate technology (PKforIT), perceived knowledge to integrate technology (PKforIT) significantly and positively influenced ICT pedagogical practice (ICTpedPra), ICT pedagogical practice (ICTpedPra) had a significant and positive effect on Teacher Knowledge (excluding technology) (TKexTEC), knowledge of technology perceptions (CAR), knowledge to integrate technology perceptions (PKforIT) had significant and positive influence on technology integration (TecInt) as well as significant and positive significant and positive effect on technology integration (TecInt), ICT pedagogical practices (ICTpedPra) significant and positive effect Technology integration (TecInt), teacher knowledge (excluding technology) (TKexTEC) had a positive and significant effect technology integration (TecInt), institutional support for ICT innovation and use (INStitSupport), technology integration (TecInt) significant effect and positive on motivation (MotVat) and motivation (MotVat) had a significant and positive effect on Work Engagement (WorkEgag) significantly and positively had a positive and significant impact on technology integration (TecInt). This finding shows that to integrate teachers must pay attention to teachers' understanding of technology, knowledge, and support from subsequent institutions. Job engagement is influenced by the work motivation of the English teacher.