Influence of Assistive Technology Training on Educators Performance in Saudi Special Education: With the Mediating Role of Educators Knowledge and Educators Self-Efficacy
- Abdelmonim H. Baniawwad , Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 34212, Saudi Arabia
- Lubna I. Bin Tarif , Department of Basic Sciences, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 34212, Saudi Arabia
- Yasser Rady , Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University Information Science Department, College of Arts, Imam Abdul Rahman bin Faisal University, Saudi Arabia.
- Nazih I. Yousef , Department of Basic Sciences, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 34212, Saudi Arabia
- Mona Soliman , Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 34212, Saudi Arabia
- Hanan Ahmed Farag , Information Science Department, College of Arts, Imam Abdul Rahman bin Faisal University P.O. Box 1982, Dammam 34212, Saudi Arabia.
- Ahmed Mahmoud Elkilany , Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 34212, Saudi Arabia
- Khasawneh M.A.S , Assistant Professor, Special Education Department, King Khalid University, Saudi Arabia,
ABSTRACT
Purpose: The performance of educators has always been crucial for the success of educational institutions, and technology training has played a significant role in enhancing their performance. This aspect requires a strong focus from researchers. The present study investigates how training in assistive technology affects educators' knowledge and self-efficacy, as well as their performance in Saudi Arabia's special educational institutions. The study also examines the role of educators' knowledge and self-efficacy in relation to assistive technology training and educators' performance. Methodology: The study used questionnaires to collect primary data from students at special educational institutions. The study also utilised the smart-PLS to assess the reliability of the data and the relationships between variables. Findings: The results revealed that the training on assistive technology has a positive correlation with educators' knowledge and self-confidence, which in turn positively impacts their performance. The results also revealed that educators' knowledge and self-efficacy play a significant role in mediating the relationship between assistive technology training and the performance of educators in Saudi Arabia's special educational institutions. This study offers valuable insights for regulators looking to improve educators' performance through effective assistive technology training.