Effects of Self-Regulation and Cooperation on Technology Acceptance and Teachers’ E-Teaching Competence
Table 1: Target group (differentiated according to the teachers’ professional development level)
| Debutant | On-the-job-confirmation | Didactic level II. | Didactic level I. | Total | |
| N | 39 | 57 | 45 | 117 | 258 |
| % of the total sample | 15.1 | 22.1 | 17.4 | 45,3 | 100 |
| female in % | 87.7 | 94.9 | 86.3 | 93.3 | 89,1 |
| Age (%) | |||||
| 19 to 29 | 71.1 | 42.3 | 16.8 | 3.7 | 30.4 |
| 30 to 39 | 11.9 | 35.6 | 36.3 | 33.9 | 27.8 |
| 40 to 50 | 10.4 | 13.4 | 28.9 | 42.5 | 21.2 |
| over 50 | 6.6 | 8.7 | 18.0 | 19.9 | 21.6 |
| Teaching position (in %) | |||||
| pre-primary education | 58.9 | 31.6 | 22.2 | 11.1 | 24.8 |
| primary education | 23.1 | 29.8 | 28.9 | 17.9 | 23.3 |
| lower secondary | 7.7 | 19.3 | 24.4 | 24.8 | 20.9 |
| upper secondary | 10.3 | 19.3 | 24.4 | 46.2 | 31.0 |
| Digital experience (in %) | |||||
| poor | 0 | 0 | 0 | 1.7 | 0.8 |
| satisfactory | 20.5 | 20.5 | 13.3 | 11.1 | 13.6 |
| good | 30.8 | 40.4 | 57.8 | 42.7 | 43.0 |
| high | 33.3 | 33.3 | 22.2 | 36.8 | 33.0 |
| very high | 15.4 | 12.3 | 6.7 | 7.7 | 9.7 |