IJIET 2025 Vol.15(3): 565-575
doi: 10.18178/ijiet.2025.15.3.2266
doi: 10.18178/ijiet.2025.15.3.2266
Investigating the Role of Professional Self-Efficacy as Mediator between Teacher Self-Efficacy and Learning Analytics Use in Schools
Samsu Hilmy Abdullah1, Mohd Hazwan Mohd Puad1,*, Masrah Azrifah Azmi Murad2, and Erzam Marlisah2
1. Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
2. Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
Email: samsuhilmy76@gmail.com (S.H.A.); hazwan@upm.edu.my (M.H.M.P.); masrah@upm.edu.my (M.A.A.M.); erzam@upm.edu.my (E.M.)
*Corresponding author
2. Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
Email: samsuhilmy76@gmail.com (S.H.A.); hazwan@upm.edu.my (M.H.M.P.); masrah@upm.edu.my (M.A.A.M.); erzam@upm.edu.my (E.M.)
*Corresponding author
Manuscript received August 1, 2024; revised August 23, 2024; accepted December 6, 2024; published March 17, 2025
Abstract—Learning analytics adoption in educational institutions at all levels is increasing over time. Teachers have realized educational data could be valuable and beneficial when properly collected, analyzed, and interpreted. Despite previous research that has confirmed the importance of teacher self-efficacy and learning analytics use, a holistic process model including these relationships has been primarily conceptual rather than empirical. This study draws on the Social Cognitive Theory, emphasizing the direct and indirect relationships between teacher’s self-efficacy on the utilization of learning analytics. Using data provided by the Ministry of Education Malaysia, a random sampling technique was employed to choose 384 primary and secondary school teachers to complete a set of questionnaires. Structural equation modelling was performed to test the model. Results revealed that teachers’ usage of learning analytics was at a moderate level, while further analysis indicated that teacher self-efficacy was positively related to learning analytics concurrently. Professional self-efficacy was found to mediate the relationships between data use self-efficacy, technology use self-efficacy and learning analytics use. These findings implicate that collaborative efforts among stakeholders, researchers, and policymakers are key to guaranteeing conducive working conditions that promote teacher’s use of learning analytics in the profession. The substantial use of learning analytics by Malaysian school teachers is driven by their belief in its effectiveness, supported by self-efficacy in technology, which collectively contributes to successful learning analytics adoption and a higher understanding of technology use in education.
Keywords—learning analytics, self-efficacy, technology use, data use
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—learning analytics, self-efficacy, technology use, data use
Cite: Samsu Hilmy Abdullah, Mohd Hazwan Mohd Puad, Masrah Azrifah Azmi Murad, and Erzam Marlisah, "Investigating the Role of Professional Self-Efficacy as Mediator between Teacher Self-Efficacy and Learning Analytics Use in Schools," International Journal of Information and Education Technology, vol. 15, no. 3, pp. 565-575, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).