Structural Relationships among ICT Competencies of Secondary School Teachers: A CFA-SEM Analysis

Abstract

This study examines Information and Communication Technology (ICT) competency levels and variations among secondary school teachers in West Tripura, India, where policy emphasis on digital education contrasts with reported skills gaps. Using a stratified random sample of 100 teachers across gender, subject background, and school location, multiple ICT competency dimensions were assessed through a structured survey instrument. Findings reveal predominantly low to moderate ICT competency, with only 22% of teachers demonstrating high proficiency. Contrary to some prior studies reporting demographic differences, no significant variations emerged by gender, subject background (Science vs. Arts), or urban-rural location. These results highlight systemic barriers, including inadequate training and infrastructure, that appear to constrain competency development uniformly across teacher groups. The study emphasizes the urgent need for targeted, context-specific professional development programs, peer mentorship by high-competency teachers, and equitable infrastructure investment. These interventions are essential for bridging the digital divide and equipping secondary teachers to effectively integrate ICT into their teaching practices, preparing students for a technology-driven future.