iranian efl teachers' perceptions of technology integration, tpack, attitudes toward technology, and tchool climate: the case of public schools versus private institutes

With respect to their significant impact on teachers' incentives toward technology use in teaching milieu, perceptions of technology implementation, tpack, school climate, and attitudes toward technology use have been examined extensively in a variety of efl contexts (drugova et al. 2021; nim park & son, 2009; tanaka & saito, 2021; zhang & chen, 2022). in iran's efl context, however, studies examining teachers' perceptions of the four above-mentioned factors are still scant. aiming to address this lacuna, the current study is an endeavor to examine iranian efl teachers' perceptions of implementing icts, tpack, school climate and attitudes toward technology in the two major educational contexts (i.e., public schools and private institutes). to that end, data were collected from a total number of 64 efl teachers providing services in either of the aforementioned contexts (i.e., public schools and private institutes). the results from applying a series of independent samples t-tests revealed that a significant difference exists between the teachers in the two contexts with regard to their perceptions toward technology integration. more precisely, teachers' working in private institutes carried more positive perceptions toward implementing technological advancements compared to their public-school counterparts. statistically measurable discrepancy was also observed in teachers' perceptions with respect to the school climate in which technology integration occurs in favor of private institute teachers. nonetheless, no signfiicant difference was detected between teachers at public schools and private institutes regarding tpack and attitudes toward technology. the findings of this study are discussed in light of the available literature and suggestions for further research are provided.