Factors shaping teachers’ beliefs about ICT use in mathematics teaching

While information and communications technology (ICT) plays an increasingly pivotal role in transforming mathematics teaching and learning, the influence of teachers’ beliefs often acts as either a bridge or a barrier between technological possibilities and actual classroom practices. This study was conducted to determine the factors that influence teachers’ beliefs about incorporating ICT into mathematics teaching. Accordingly, a survey study with a quantitative analysis method using SPSS software was deployed through the use of questionnaires designed on the Likert scale (6 levels), with 422 secondary school teachers in 32 different provinces and cities in Vietnam participating in the feedback. The research findings indicate that self-efficacy beliefs and subjective norms from colleagues and students have a significant influence on secondary school teachers’ beliefs about integrating ICT into mathematics teaching. In contrast, beliefs about ICT support and subjective norms from superiors have a minimal influence on these beliefs. Based on the achieved results and existing limitations, the study proposes directions for teacher training and educational management, as well as new research directions for the future.