A Correlational Analysis between Technology Literacy and Technology Anxiety among Primary School Teachers in Sepang District, Selangor, Malaysia

Abstract

This study examines the relationship between technology literacy and technology anxiety among primary school teachers in the Sepang District, Selangor, Malaysia. A quantitative correlational research design was employed, involving 100 primary school teachers. Data were collected through a structured questionnaire adapted from validated instruments to assess the extent of technology literacy and technology anxiety among primary school teachers in Sepang District, Selangor, Malaysia. The descriptive analysis indicated that 70.57% of teachers demonstrated greater technology literacy and 76.86% of teachers experienced less technology anxiety when integrating technology into their instruction. Thus, the correlation analysis revealed a strong, statistically significant negative relationship between technology literacy and technology anxiety (r = -.873, p < .0005), suggesting that teachers with greater technology literacy tend to be less anxious when integrating technology in their teaching. Overall, these findings underscore the importance of enhancing technology literacy among primary school teachers to alleviate anxiety associated with technology use. Providing enhanced training and support for primary school teachers may help bridge gaps in technology literacy, promoting more efficient and anxiety-free technology integration in the classrooms.