TECHNOLOGICAL SELF-EFFICACY, TECHNOSTRESS, AND INSTITUTIONAL SUPPORT AS PREDICTORS OF DIGITAL PEDAGOGICAL PRACTICES AMONG SCIENCE EDUCATION LECTURERS IN THE NIGER DELTA

Section A: Demographic information

Gender

Years of Experience

Academic Rank

Institution Type

Section B

Research Question One

To what extent does technological self-efficacy predict digital pedagogical practices among science education lecturers in the Niger Delta?

SAADSD
1.I am confident in my ability to integrate digital tools into my daily science teaching practices.
2.I can easily learn to use new educational technologies for lesson delivery.
3.I feel capable of troubleshooting basic technical issues during digital teaching sessions.
4.I am confident in my ability to evaluate and select the most appropriate digital tools for my science curriculum.
5.I can effectively engage students using digital pedagogical methods regardless of the learning environment.

Research Question Two

To what extent does technostress predict digital pedagogical practices among science education lecturers in the Niger Delta?

SAADSD
6.The constant introduction of new educational technologies makes me feel overwhelmed and stressed.
7.I often experience anxiety when technical failures disrupt my digital science teaching sessions.
8.The pressure to continuously update my digital teaching skills causes me significant mental fatigue.
9.I feel that the time required to prepare for digital instruction negatively impacts my work-life balance.
10.The expectation to be constantly available online for students and colleagues is a major source of stress for me.

Research Question Three

To what extent does institutional support predict digital pedagogical practices among science education lecturers in the Niger Delta?

SAADSD
11.My institution provides adequate training and professional development for digital pedagogical practices.
12.I have access to reliable internet and functional digital infrastructure within my institution.
13.The administration encourages and rewards the innovative use of technology in teaching.
14.Technical support staff are readily available to assist me when I encounter issues with digital teaching tools.
15.My institution allocates sufficient funding and resources for the acquisition of necessary educational software and hardware.

Research Question Four

What is the joint predictive influence of technological self-efficacy, technostress, and institutional support on digital pedagogical practices?

SAADSD
16.Even with adequate institutional support, my personal technostress limits how effectively I can teach digitally.
17.High technological self-efficacy helps me overcome the technostress associated with digital teaching practices.
18.When institutional support is strong, my confidence (technological self-efficacy) in using digital tools increases significantly.
19.The combination of institutional support and my own technological self-efficacy makes digital teaching less stressful for me.
20.Ultimately, my success in digital pedagogy depends equally on my confidence, my ability to manage stress, and the support from my institution.