Published Paper Details:

This study examines the attitudes of school teachers in Bengaluru City towards the use of Information Technology (IT) in teaching, with a focus on how selected background variables-namely sex, type of school management and locality-influence these attitudes. A stratified random sample of 120 teachers was drawn from various schools to ensure demographic representation. To find out the Secondary School Teachers' Attitude towards IT in Teaching, Attitude Scale towards Information Technology for Teachers (ASTITT-NI) developed by Nasrin and Fatima Islahi (2012) along with The personal information of teachers collected through personal data proforma. Data were collected using a structured questionnaire that measured dimensions such as perceived ease of use, perceived usefulness and actual usage of IT in classroom settings. Independent samples 't' test was applied with the help of SPSS Package and level of significance was fixed at 0.05 and 0.01 level of confidences. The analysis revealed significant differences based on sex, with female teachers generally demonstrating more positive attitudes toward IT integration compared to their male counterparts. The type of school management-government, private aided and private unaided-also significantly affected attitudes. Teachers from private unaided schools showed the highest levels of IT adoption and favorable attitudes, followed by those in aided and government schools. This trend is attributed to better infrastructure, training and institutional support in private schools. Locality was another influential variable. Teachers in urban schools reported greater confidence and more frequent use of IT tools, likely due to better access to technology and greater exposure to digital advancements. In contrast, teachers from semi-urban and rural areas reported less favorable attitudes, citing limited infrastructure and insufficient professional development opportunities as key barriers. The findings highlight the urgent need for targeted interventions to address disparities in IT usage among teachers. Efforts such as equitable distribution of resources, ongoing professional training and robust support systems-especially in government and rural schools-are essential to fostering positive attitudes towards IT and enhancing teaching effectiveness in the digital era.