معصومه قویدل

Objective: The objective of this study was to investigate the extent to which teacher-related factors, namely technological attitudes, perceived organizational support, and engagement in professional development, predict English language teachers’ instructional use of technology. Methods: This study employed a quantitative, correlational research design. Data were collected from 95 English language teachers through a questionnaire measuring technological attitudes, professional development, and organizational support. The construct validity of the instrument was confirmed via factor analysis, and multiple regression analysis was conducted to examine the predictive power of the three teacher-related variables on instructional technology use. Results: The results of the multiple regression analysis indicated that technological attitudes, professional development, and organizational support were all significant predictors of teachers’ instructional use of technology. Among these variables, technological attitudes emerged as the strongest predictor, as evidenced by the standardized regression coefficients. Conclusion: The findings highlight the pivotal role of teachers’ technological and pedagogical dispositions in effective technology integration. They suggest that fostering positive technological attitudes, alongside sustained professional development and institutional support, is essential for maximizing the instructional benefits of technology and enhancing student learning outcomes.