The objective of this study is to examine the mediating role of individual innovativeness in the relationship between teachers' proactive personality and their digital literacy perceptions. The research was conducted using a quantitative method with a relational survey design. The study population comprised 322 teachers working in public schools and private educational institutions affiliated with the Ministry of National Education in Gaziantep province. The collection of data was conducted online through the utilisation of the Proactive Personality Scale, the Digital Literacy Skills Scale, and the Individual Innovativeness Scale. The analyses were conducted using a range of statistical methods, including descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation, multiple linear regression, and Hayes PROCESS Macro (Model 4; 5000 bootstrap). The findings revealed a positive and moderate significant relationship between proactive personality and digital literacy (r=.417). Furthermore, a positive and significant relationship was identified between proactive personality and innovativeness (r=.488), as well as between innovativeness and digital literacy (r=.342). The results of the multiple regression analysis indicated that proactive personality (β=.329) and innovativeness (β=.181) significantly predicted digital literacy, with the model explaining 19.9% of the total variance (R²=.199). The mediation analysis results indicated that the indirect effect of proactive personality on digital literacy through innovativeness was significant (B=.091; 95% CI [.032, .159]), demonstrating that innovativeness played a partial mediating role.

Authors:
Birgül Sevinç, University of Gaziantep, Turkiye
Gökçe Özdemir, University of Gaziantep, Turkiye
Burhan Demir, University of Gaziantep, Turkiye

About the Presenter(s)
Birgül Sevinç works as an research assistant in the in the Department of Educational Administration at Gaziantep University.

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