Technology Readiness of School Teachers - An Empirical Study of Measurement and Segmentation
- *Corresponding Author:
- Masood A Badri
Professor, UAE University, Research and Planning
Abu Dhabi Education Council, PO Box 36005
Abu Dhabi, United Arab Emirates
E-mail: [email protected] ae
Received March 18, 2013; Accepted March 18, 2013; Published March 23, 2013
Citation: Badri MA, Mohaidat J, Rashedi AA (2013) Technology Readiness of School Teachers - An Empirical Study of Measurement and Segmentation. Ind Eng Manage 2:117. doi:10.4172/2169-0316.1000117
Copyright: © 2013 Badri MA, et al.. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Technology Readiness Index (TRI) developed by Parasuraman was adapted to measure technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understand the factors (mostly demographics) that affect such readiness level. In addition, Abu Dhabi teachers are segmented into mainly five groups with the highest percentage being “laggards” and “explorers”. The findings of this study suggest that the TRI could be considered a cross-culturally valid measurement scale for Abu Dhabi teachers too. Sample of study was (796) teachers in (105) different public schools. The teachers’ overall mean technology readiness level was (3. 5767). With regard to TRI self-perception, there are no significant differences across subject area of the teachers and the grade level they teach. There are significant differences with regard to teacher’s gender, background (nationality), and the number of students a teacher is responsible for. Other variables such as teacher’s age, experience, education, and work location had partial effects.