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TITLE: TECHNO PEDAGOGICAL COMPETENCE: CHALLENGES AND
RESOLVING MEASURES FOR TEACHERS WITH RESPECT TO JOB
SATISFACTION AND WORK MOTIVATION

Chetna Garg
Dr Asha Yadav
Faculty, Associate Professor, Department of Education, Om Sterling Global University
Hisar, Haryana
Abstract:
Techno-pedagogical competencies help teachers deliver high-quality, affordable instruction. All
educational institutions must have easy access to the internet, a plethora of informational materials,
and affordable computing equipment. Techno-pedagogical proficiency promotes the use of certain
pedagogical approaches by facilitating the development of linguistic proficiency, enabling the
implementation of multi-grade education, and enabling the use of improved study resources. In
this research analysis our main focus on teacher educational challenges and how to resolve these
problems. The efficiency of instructors is greatly influenced by their level of job satisfaction.
During the academic year 2018 to 2022, the present study looked at the levels of job satisfaction
and work performance among teachers in the province of senior secondary school teachers in the
Kota, Rajsamand, Banswara, Bhilwara, and Sirohi region of the Rajasthan. Our sample for this
research study consists of 100 people, including 70 participating teachers and 30 school
administrators. Teacher performance is influenced by job security and school heads satisfaction.
To complement previous research on technological pedagogical ability, this study investigates the
problems and solutions faced by teachers during the teaching-learning process. More factors that
can affect teachers' job effectiveness need to be investigated in future studies.
Keywords: Techno pedagogy, Job satisfaction, Work motivation, Pedagogical ability
1. Introduction:
One of the numerous benefits of the twenty-first century for humanity is the breakthroughs
in communication, entertainment, and transportation made possible by modern technology. The
impact of technology is growing in the field of education. A revolution in education is about to
begin, one that will see the transition from analogue to digital learning. The traditional classroom
has mostly been replaced by online resources and teaching techniques (Chang, et al., 2021). The
success of today's technologically advanced classrooms will determine the direction of our
educational system in the future. It has led to much research on teaching strategies and how to
keep students engaged in their studies. The improved efficiency and efficacy of classroom
technology benefits both teachers and students. The development of the students is greatly

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influenced by the teacher. Access to electronic tools in the classroom is crucial for today's kids.
This is why it is crucial for teachers to have a firm grasp of the fundamentals of technology (Altun,
2019).
Technology is being used by teachers to give each student a more personalised education. A
new era of teaching methods has begun as a result of the tremendous changes that technology has
brought about in education. Therefore, it is crucial to give teachers access to the right technological
resources. The most recent developments in science and technology ought to be included in
curricula (Estrada, et al., 2020). The majority of aspects of modern life are influenced by
technology. Since everyone today relies on a computer for research and information sharing,
technological expertise is becoming more and more important in all academic fields. It is
connected to the method used to produce and commercialise novel knowledge (Elstad and
Christophersen, 2017).
This approach involves participants with a wide range of skill and imagination to be
successful in a classroom setting. What are the biggest difficulties educators have while
implementing new technologies? According to research, classrooms all around the world are
incorporating techno-pedagogical capability. We can only hope to counteract poor academic
performance, student disengagement, and educational marginalisation by using these techno-
pedagogical abilities effectively. In order to make any type of academic progress or operate a
productive classroom, both students and teachers have come to anticipate that information will be
readily available and complete (Bachtiar, et al., 2018).
On the other hand, people who enjoy their jobs are more likely to put in extra effort and care
about the success of their company as a whole (Avni, 2017). How content they were in their
professions had a big impact on the instructors' devotion to the classroom. Teachers who enjoy
their jobs tend to remain in the same district for a longer period of time. When employees are
happy in their jobs, they are more committed to the company's success. The attitude of teachers
towards their work affects the effectiveness of school management, which benefits students
(Estrada, et al., 2020).
Since teacher job satisfaction and student academic success are correlated, enhancing
education cannot be prioritised without addressing both (Khlaif, et al., 2022). The fulfilment of
students and the enhancement of their educational experience are every school's ultimate goals. It
also has a significant impact on the demeanour, actions, and productivity of leaders. It is essential
for professional success. Job satisfaction, intrinsic motivation, and flexibility may be cyclically
correlated. If performance improves, customers can be satisfied, trust in health security can be
gained, and basic needs can be addressed (Hassan, et al., 2019).
1.1. Objectives:

The level of job satisfaction among teachers in senior secondary schools in the Kota,
Rajsamand, Banswara, Bhilwara, and Sirohi region of the Rajasthan state was shown to be

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associated with their proficiency in technology pedagogy and the calibre of their work. The study
was successful in meeting the following objectives:
1. The determination of Techno-Pedagogical Competence, together with its associated
challenges and potential solutions, is crucial.
2. This study aims to investigate the level of satisfaction among teachers regarding personal
job performance.
3. Additionally, it seeks to explore whether there exists a relationship between teacher
satisfaction and their work performance in the classroom.

1.2 Hypothesis
There will be no significant difference or relationship in the mean scores of job satisfaction among
senior secondary school teachers concerning techno-pedagogical competence
2. Techno pedagogical competence:
Khlaif, et al., (2022) his analysis refers to the utilisation of technical resources within
instructional contexts. Possessing this competence is of utmost importance for educators, as it
enables them to proficiently incorporate digital resources into their instructional practises.
Educators that possess a high level of proficiency in incorporating technology within their
instructional practises possess the ability to provide their pupils with a gateway to global
perspectives and experiences. The integration of technological expertise into the realm of
education has resulted in the emergence of innovative methodologies for online learning,
exemplified by the advent of massive open online courses (MOOCs). Effective techno-pedagogy
necessitates a comprehensive understanding of three distinct domains, namely content, education,
and technology (Maqbool, 2017).
The emergence of advanced technologies has significantly transformed various facets of
modern-day existence. The integration of technology and the presence of technologically
proficient educators have become crucial components of contemporary educational environments
(Nazim, and Mahmood, 2018). The educational landscape in the 21st century is anticipated to
exhibit improvements compared to the previous century, primarily attributed to the transformative
impact of progress and change. In order to flourish in the contemporary day, it is imperative for
students to engage in educational endeavours that encompass the utilisation of technology
(Parkash, 2018).
In order to effectively achieve the educational objectives of a rapidly evolving society and
secure the long-term viability of the educational system, contemporary educators must possess
extensive and comprehensive technological and pedagogical expertise (Pradeep, 2018). Teachers
have a crucial role in the functioning and success of every educational institution. The
responsibility for the future outcomes of a school and its students lies solely with its educators.
Educators necessitate a diverse set of technological proficiencies, as well as the ability to discern

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and select among several types of technological pedagogy, in order to proficiently involve students
(Ravinder and Sushma, 2022).
2.1. Techno pedagogical Challenges:
Literacy projects have been posited as a significant contributing factor to the phenomenon
of globalisation. The integration of technology pedagogy in the classroom undeniably yields
advantages for student learning; nonetheless, educators encounter several obstacles in the process
(Ravinder and Sushma, 2022). Numerous enterprises face a deficiency in the resources required to
adequately embrace novel technologies. The limited utilisation of web-based instruction and
various electronic devices, such as telephones, cell phones, fax machines, radio and television,
audio and video players, computers, cable networks, e-mail, hardware and software, inadequate
communication satellites, and impaired videoconferencing, collectively hinder the integration of
techno-pedagogical skills within the education system (Leema and Saleem, 2017).
The English language is widely utilised as the predominant means of communication on the
internet. In rural areas, a significant proportion of the national populace exhibits limited ability in
the English language. The constraints imposed significantly curtail the efficacy of the Internet as
an educational tool (Sibichen, 2018). Educators exhibit a deficiency in understanding when
contemplating the adoption of online or hybrid instructional formats as viable alternatives to
conventional classroom methodologies. Additionally, they demonstrate a dearth of compelling
motivations to transition towards these novel techniques.
Despite the increasing demand for teachers to possess digital literacy skills in order to
effectively engage in interpersonal communication, the field of education continues to grapple
with a huge technological-pedagogical challenge (Maqbool, 2017). One of the most prevalent
errors in the integration of techno-pedagogical competency into classroom instruction is the
adoption of learning technology without adequate consideration of student needs and content
availability (Lawrence, et al., 2018). Another mistake is the imposition of advanced technologies
without actively involving teachers and students in the decision-making process. Additionally, the
utilisation of unsuitable material from different regions without appropriate modifications and the
production of low-quality content with ineffective instructional strategies are also commonly
observed mistakes in this endeavour.
2.2. Problem resolutions:
The impact of globalisation on education has yielded varied outcomes, albeit with the
potential for alleviating challenges through the implementation of novel techno-pedagogical
abilities. Notwithstanding these challenges, there exist technical resources that can enhance the
effectiveness of technology in the realm of education (Maqbool, 2017).
The presence of essential personnel and physical infrastructure, alongside a conducive media
environment, is vital. The advent of novel technologies will require institutions to possess the
facilities or infrastructure to accommodate them. Labs that effectively support techno-pedagogy

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should offer convenient access to a diverse range of communication and collaboration technologies
(Lawrence, et al., 2018). These may include, but are not limited to, telephones, mobile phones,
facsimile machines, radio and television equipment, audio and video players, computer systems,
cable networks, internet connections, email services, hardware and software resources, satellite
systems, as well as sound and video conferencing capabilities, among others (Dunn and Kennedy,
2019). The construction of a dependable, persistent internet connection that is not reliant on
physical infrastructure such as telephone or cable lines is also crucial.
Acquiring proficient communication skills in the English language is of paramount
importance due to its predominant usage on internet platforms. The following elucidates the key
to fully harnessing the power of the Internet. In a mediated classroom setting, it is imperative for
teachers to possess a high level of proficiency in both technological skills and pedagogical
knowledge (Lawrence, et al., 2018). Teachers have the potential to transition into techno-
pedagogues through the utilisation of training services and academic curricula. The integration of
micro-teaching with media literacy and techno-pedagogical skills is of paramount importance
(Hassan, et al., 2019). Consequently, it is imperative for both teacher educators and classroom
teachers to engage in programmes that enhance their knowledge and proficiency in utilising
technology within educational settings. There exists a pressing necessity to establish clear
definitions and provide comprehensive training for educators in Techno Pedagogic Competencies.
In order to fully harness the potential of information and communication technology (ICT)
in educational settings, it is imperative for educators to assume the role of seminar leaders and
trainers. By doing so, teachers can ensure that the utilisation of ICT in the classroom is optimised
(Khlaif, et al., 2022). All individuals who possess a vested interest in acquiring expertise in the
utilization of technology instruments within the realm of education are required to partake in
training sessions. Educators who employ alternative teaching methodologies in lieu of
conventional lectures should be provided with incentives, whether in the form of monetary rewards
or other means. The implementation of preparatory training programmes for educators regarding
the integration of technology within educational settings is of utmost importance (Estrada, et al.,
2020).
3. Methods:
The research methodology employed in this study was descriptive-correlational in nature.
The study strategy involves the collection of qulitative data and its analysis by statistically
grounded procedures (Chang, et al., 2021). This approach aims to offer answers for various
phenomena, attitudes, perspectives, behaviours, or other specified factors. The present study,
which investigated the satisfaction and effectiveness of educators in the classroom, was
appropriately designed to employ a descriptive-correlational research methodology (Dong, et al.,
2019).
3.1. Sample selection:

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The research encompassed the involvement of school administrators and educators from
senior secondary educational institutions within the Kota, Rajsamand, Banswara, Bhilwara, and
Sirohi region in the state of Rajasthan.
3.2 Sample size:

While calculating sample size assuming 95% confidence level (Z-score of approximately 1.96 for
a 95% confidence level) and a margin of error of 5%. The study included a total of 100 participants,
consisting of both primary and secondary school individuals. Specifically, our sample size
consisted of 30 school heads and 70 teachers from primary and secondary schools located in the
Kota, Rajsamand, Banswara, Bhilwara, and Sirohi region of the Rajasthan. For a study like this, a
sample size of 100 is often regarded as adequate, especially if it is carefully chosen to be
representative of the population of interest. The objective is to gather opinions, experiences, and
perceptions from a diverse group of teachers in order to understand the difficulties they encounter
when integrating technology into their lesson plans and how overcoming these difficulties may
affect their motivation and job satisfaction.
3.3. Data collection method:
The data collecting procedure in this study, which is centered on "Techno pedagogical
competence: challenges and resolving measures for teachers with respect to job satisfaction and
work motivation," is deliberately structured to acquire detailed information from a well chosen
sample of 100 participants. Research objectives are precisely defined, research tools, such as
surveys and interview guides, are painstakingly constructed, and their performance is pilot tested
after painstaking planning and preparation. In order to ensure informed consent and adherence to
ethical standards, ethical considerations are crucial. To ensure a representative sample, participants
are chosen randomly, and informed consent is sought while respecting the rights and privacy of
the individuals. The use of surveys, questionnaires, interviews, and observations as data gathering
techniques enables a multifaceted understanding of technological pedagogical competency, job
satisfaction, and motivation at work. While interviews offer qualitative depth and classroom
observations provide useful insights, surveys are designed to quantify data. To ensure accuracy,
data recording is careful, and both quantitative and qualitative methodologies are used in the data
analysis that follows. Finally, validation and triangulation approaches strengthen the reliability of
the results, resulting in a thorough report that successfully answers the research objectives and
offers insightful recommendations for enhancing the educational environment. In this study on
techno-pedagogical competence, a qualitative research strategy is being employed. This
methodology enables the collection of primary data through the distribution of an online survey to
a randomly selected sample of 100 teachers and school heads (Dong, et al., 2019). Participants will
be requested to provide their first-hand experiences about the challenges encountered within
educational settings, along with their recommendations for effectively addressing and surmounting
these hurdles (Ravinder and Sushma, 2022). The researcher employed an electronic survey

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distributed via email to personally get the data. The gathered data was systematically organised,
classified, subjected to statistical procedures, evaluated, and examined.
3.4. Data analysis:
The analysis utilised the software Minitab, and the data was interpreted using the following
statistical measures. The data collected from the teachers was subjected to statistical analysis using
measures of central tendency (mean) and variability (standard deviation) in order to derive insights
into their levels of pleasure and effectiveness in the classroom. Multiple regression analysis was
employed to examine the relationship between teachers' job satisfaction and their efficacy in the
classroom (Khlaif, et al., 2022).
4. Result and discussion:
4.1. Variable analysis:
This research analysis focuses on the assessment of techno-pedagogical competence. The
data for this study was gathered from primary and secondary schools located in various regions in
the district Kota, Rajsamand, Banswara, Bhilwara, and Sirohi region of the Rajasthan. A total of
30 school heads and 70 educational teachers participated in the study. The participation ratio is
30% and 70% correspondingly.
Table.1. Description of total participants (Source: Survey Data)

S. No. Variables Primary Secondary Total Total

school school participants percentage
(%)
1. School Head 12 18 30 30%
2. Teachers 32 38 70 70%
Total 100%

4.2. Level of teacher job satisfaction:

Table.2. Level of teacher job satisfaction (Source: Survey Data)

S. No. Variable constructs Mean (M) Standard

Deviation (SD)
1. Administration 5.31 0.83
2. Collagenous 5.25 0.93
3. Operational 5.35 1.05
circumstances
4. reimbursement 5.15 0.78
5. Accountability 5.41 0.65
6. Work itself 5.45 0.84

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7. Progression 5.38 0.55
8. Safety 5.64 0.63
9. Acknowledgment 5.48 0.68
Total job satisfaction 5.55 0.72
Note* Scale: 5.15 – 6.0 (very high satisfied), 4.0 – 5.0 (highly
satisfied), 3.15 – 4.0 (moderator satisfied), 2.15 – 3.0 (less
satisfied), 1.15 – 2.0 (least satisfied).

The findings presented in Table 2 indicate that, overall, the level of job satisfaction among
the teachers was significantly high (M = 5.55; SD = 0.72). The employees expressed a strong level
of satisfaction with their employment across all aspects, as indicated by the instructors' greatest
rating on accountability (M = 5.41; SD = 0.65) and even their lowest rating on reimbursement (M
= 5.15; SD = 0.78). The first two highest evaluations were received by the areas of accountability
(M = 5.41, SD = 0.65) and advancement (M = 5.38; SD = 0.55). Nevertheless, the teachers assessed
the payment component (M = 5.15; SD = 0.78) and recognition factor (M = 5.48, SD = 0.68) as
the lowest.
This indicates that administrators' guidance and support are pleasing instructors. A positive
workplace environment helps teachers encourage each other. Teachers say they earn enough to
satisfy their needs. The uniform satisfaction rate pleases teachers. They get a rise for each
promotion based on performance and other factors (Altun, 2019). Teachers know their skills are
vital to their students' education. Many of their teaching talents are considered social work. They
like being acknowledged for their education contributions and feeling comfortable at work.
Teachers despised their salaries and being regarded as professionals most, despite being much
fulfilled. Management should consider improving these features.
Job satisfaction improves adaptability and emotional stability. Business success depends on
employee pleasure. This boosts productivity and creativity. Adaptation, motivation, and success
may boost job satisfaction (Chang, et al., 2021). Since all elements are extremely well satisfied or
highly satisfied, this study disproves the claim that great teachers are unhappy with their progress
and monitoring.
Teachers play a crucial part in ensuring that their pupils achieve academic success. Teachers
who aren't happy in their jobs aren't able to offer their all to their kids. Their managers or immediate
superiors must pay close attention to them. These issues can be resolved by increasing the school
administration's visibility. Additionally, it is critical that workers watch out for one another. When
all of an organization's members uphold the same principles and assume responsibility for their
own tasks, the organization's efforts can achieve much better results. Administrator’s at all
educational levels have a responsibility to see to it that teachers who thrive in the classroom are
properly recognised for their work. It is essential that instructors have chances to advance in their
field in order to raise the bar on educational quality overall (Dunn and Kennedy, 2019).

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4.3. Level of teacher work performance:
Table.3. Level of teacher work performance (Source: Survey Data)

S. No. Variable constructs Mean (M) Standard

Deviation (SD)
1. Teaching learning’s method 5.10 0.65
2. Students results 5.25 0.35
3. Communal participation 5.17 0.70
4. Specialized progress and 5.05 0.55
growth
Over-all working performances 5.15 0.55
Note*
Scale: 5.30 – 6.0 (outstanding), 4.30 – 5.0 (very satisfactory), 3.30 – 4.0
(satisfactory), 2.30 – 3.0 (fair), 1.30 – 2.0 (poor).

The overall job performance of the teachers, as seen in Table 3, is quite satisfactory, with a
mean score of 5.15 and a standard deviation of 0.55. The only aspect of learners' results that
obtained an exceptional evaluation from the instructors was the area with a mean score of 5.25 and
a standard deviation of 0.35. The performance of the teachers in terms of Teaching learning's
technique (M = 5.10; SD = 0.65), Communal participation (M = 5.17; SD = 0.70), and Specialised
advancement and growth (M = 5.05; SD = 0.55) was rated as highly satisfactory by their school
administrators and supervisors.
Overall, teacher performance was strong, demonstrating that they were effective in their
duties as educators, in creating a space where parents and others of the community could get
involved, and in obtaining new knowledge by participating in professional development activities
(Khlaif, et al., 2022). When assessing their students' progress and creating specialised lesson plans
to help those who were having difficulties, teachers were either exceptional at it or good at it.
Productivity can be increased by modifying teachers' perspectives, recognising their efforts,
and creating a happy learning environment. Some teachers worry that they don't have the resources
to teach, but others think that fostering a great learning environment in the classroom is the most
important aspect of teaching (Hassan, et al., 2019). The study discovered poor lesson planning
performance despite teachers' actual performance. The best predictor of success and creativity is
competence (Ravinder and Sushma, 2022). To improve educational quality, emphasis must be
placed on classroom instruction and teacher autonomy. Teachers' classroom performance was
impacted by autonomy and work-life balance (Dunn and Kennedy, 2019).
Employee engagement, self-assessed performance, and instructor retention might all
increase if work had greater purpose. To increase teaching-learning performance, the school must
allot enough funding for the professional development of all teachers. To stay current in their

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education, they need time outside of the classroom. Academics are necessary, but also community
service. Because of this, educators require local, national, and worldwide training and seminars to
enhance their instruction and provide extracurricular activities that involve the community (Khlaif,
et al., 2022).
4.4. Significant relations between job satisfaction and work performance:
Table.4. Test of the correlation between the teacher's job satisfaction and working
performance (Source: Survey Data)

Sources Degree of Sum of Mean F-Value P-Value

freedom squares square
(Df)
Regression 3 1.55 0.75 6.55** 0.002
Total 315 33.75 - - -
Predictors Coef (β) SE Coef T-Value P-Value
(Constrant) 5.05 0.15 23.60 **0.000
Supervision -0.089 0.05 3.15 **0.004
Security 0.11 0.44 3.05 **0.005

Regression analysis was employed to investigate the factors influencing instructors' work
performance, yielding p-values below the alpha threshold of 0.01 (Table 4). The data presented
indicates that out of the nine factors examined in relation to teachers' job satisfaction, only two
factors, namely supervision (β = −0.089; t = 3.15, p = 0.004) and security (β = 0.11; t = 3.05, p =
0.005), had a significant impact on their work performance. Additional variables such as
colleagues, working conditions, remuneration, level of responsibility, workload, opportunities for
career progression, and acknowledgment are not found to significantly impact the work
performance of instructors. These criteria do not serve as reliable indicators of instructors' work
performance.
Teacher job satisfaction impacts student accomplishment by 9% and teacher job satisfaction
by 10%, according to the regression equation (Overall Work Performance = 5.065 – 0.089
Supervision + 0.11 Security). For every point increase in instructors' supervisory satisfaction,
output reduces 9%. Less productive as principals monitored their every move. They dislike
extensive school administration oversight. However, research suggests that classroom productivity
increases 10% for every point increase in teacher satisfaction. Teachers' job satisfaction and career
stability boost productivity (Khlaif, et al., 2022).

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The research shows that teachers' job satisfaction in supervision and security accounts for
only 3.98% of their performance (R2 = 4.05%), whereas other factors account for 96.02%. Further
research is needed to determine instructor effectiveness markers. This study contradicts (Dong, et
al., 2019), which demonstrated that kindergarten principals' empathy and compassion in the
classroom may increase teachers' performance. Principals' monitoring skills help students improve
academically and personally. Estrada, et al., (2020) found that professional teachers in private
secondary schools in Rajasthan states stayed longer if they felt secure in their jobs. Job security
was also statistically linked to instructors' classroom performance.
Teachers who like their working conditions are less productive than those who like their
school leadership. Principals must offer teachers more independence instead of having it both
ways. This gives instructor’s confidence in their capacity to administer their classrooms without
heavy-handed principal control (Thappa, et al., 2021). The school administration must ensure the
teaching profession's longevity. Principals should prioritise teacher retention over performance.
Schools should provide private spaces for teachers and administrators to plan their pitches.
5. Conclusion:
The technology pedagogy is a key component of the hybrid meta-teaching technique.
Globally, education systems have profited from incorporating current developments in techno-
pedagogical capabilities. Many of the obstacles that students confront on their way to academic
failure, dissatisfaction, and exclusion can be reduced or removed through the use of techno-
pedagogical skills. However, the world community is very clear that very few domestic
organisations or groups succeed in their objectives. Despite the fact that planning and execution
have emphasised actions to enhance techno-pedagogical skills in the educational system, a closer
examination of the reality reveals a number of barriers that have prevented the use of technology
in schools. Governments and higher authorities must develop and implement effective strategies
for the development, implementation, and preservation of techno-pedagogical capacities.
Teachers won't be able to offer their all in the classroom unless they are satisfied. The
encouragement and confidence they receive from superiors in the classroom is something that
many teachers respect highly. Teacher productivity is benefited by having confidence in one's
future employment, whereas principle counsel has the reverse impact. The findings suggest that
administrative staff at schools should prioritise teacher satisfaction over evaluations. To ensure
that senior secondary school teachers feel comfortable in their positions, it is crucial to offer them
solid compensation and benefits as well as sufficient classroom space and technology tools.
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