The purpose of this research is to determine the level of computer teachers’ information literacy and its reflection on the quality of the educational process in public secondary schools. They need to develop crucial skills in this Information Age, whereby they can effectively access and evaluate the information needed for technology in education and learning settings, which is actually information literacy. Despite the incremental integration of information and communication technologies in education systems worldwide, little empirical evidence exists on how teachers’ information literacy competencies translate into instructional quality — particularly in developing educational contexts. The objective of this research is to determine the extent of information literacy among computer teachers and its effect on the quality of the educational process. A quantitative descriptive–correlational research design was utilized to determine the relationship between dimensions of information literacy and teaching quality indicators. Data were collected using a structured questionnaire covering information literacy dimensions, including information access, evaluation, usage, and ethical/legal awareness in the classroom, and educational quality indicators, including instructional planning, teaching effectiveness, and student engagement, from a target population of 211 computer teachers at public secondary schools in Baghdad, Iraq. Statistical analyses included descriptive statistics, Pearson correlation, multiple regression analysis, and structural equation modeling (SEM) with SPSS and AMOS version 23. The findings reveal that the level of computer teachers’ information literacy is high (M = 3.88), and the quality of the educational process is also high (M = 3.92), with a significant correlation between information literacy and teaching quality (r = 0.67, p < 0.001). Results of regression analysis showed that information literacy accounted for 48% of the variance in teaching quality, while results of structural equation modeling with maximum likelihood revealed an effect of 50% within the structural model. Information usage skills, among the dimensions of information literacy, were found to be the most significant predictor of instructional quality, while evaluation skills, access skills, and ethical awareness followed closely behind. It advances research on education by evidencing that information literacy operates as a key pedagogical capacity rather than a mere technical capacity. These findings underscore the need to further develop teachers in their use of digital information in the classroom in terms of assessing and effectively implementing it. It also includes evidence-based recommendations for curriculum, teacher training, and education policy, linking the need for some type of information literacy framework in the professional development curriculum.
The purpose of this research is to determine the level of computer teachers’ information literacy and its reflection on the quality of the educational process in public secondary schools. They need to develop crucial skills in this Information Age, whereby they can effectively access and evaluate the information needed for technology in education and learning settings, which is actually information literacy. Despite the incremental integration of information and communication technologies in education systems worldwide, little empirical evidence exists on how teachers’ information literacy competencies translate into instructional quality — particularly in developing educational contexts. The objective of this research is to determine the extent of information literacy among computer teachers and its effect on the quality of the educational process. A quantitative descriptive–correlational research design was utilized to determine the relationship between dimensions of information literacy and teaching quality indicators. Data were collected using a structured questionnaire covering information literacy dimensions, including information access, evaluation, usage, and ethical/legal awareness in the classroom, and educational quality indicators, including instructional planning, teaching effectiveness, and student engagement, from a target population of 211 computer teachers at public secondary schools in Baghdad, Iraq. Statistical analyses included descriptive statistics, Pearson correlation, multiple regression analysis, and structural equation modeling (SEM) with SPSS and AMOS version 23. The findings reveal that the level of computer teachers’ information literacy is high (M = 3.88), and the quality of the educational process is also high (M = 3.92), with a significant correlation between information literacy and teaching quality (r = 0.67, p < 0.001). Results of regression analysis showed that information literacy accounted for 48% of the variance in teaching quality, while results of structural equation modeling with maximum likelihood revealed an effect of 50% within the structural model. Information usage skills, among the dimensions of information literacy, were found to be the most significant predictor of instructional quality, while evaluation skills, access skills, and ethical awareness followed closely behind. It advances research on education by evidencing that information literacy operates as a key pedagogical capacity rather than a mere technical capacity. These findings underscore the need to further develop teachers in their use of digital information in the classroom in terms of assessing and effectively implementing it. It also includes evidence-based recommendations for curriculum, teacher training, and education policy, linking the need for some type of information literacy framework in the professional development curriculum.
