Main Article Content
This study aimed to look at the role of information and communications technology (ICT) literacy of teachers as a mediator between the school administrative support and ICT competence of primary school teachers in Pahang. The researchers developed a mediation model based on relevant literature reviews and subsequently tested the model. This study used a total survey design. The researchers employed stratified cluster sampling to select the pilot study and the actual study samples randomly. A total of 514 teachers were involved in the pilot study and 530 teachers were involved in the actual study. The Cronbach's alpha for instrument was .954 while the validity of the instrument used was determined using the SEM-AMOS method. The results based on the pilot data indicated a good model fit with chi-square = 212.406, df = 111, p < .001, CMIN/df = 3.662, GFI = .938, CFI = .941, and RMSEA = .072, whereas results based on the actual study also indicated a good model fit with chi-square = 204.839, df = 58, p < .001, CMIN/df = 3.532, GFI = .942, CFI = .950, and RMSEA = .069. The findings showed that there were direct and indirect effects of school administrative support and teachers’ ICT literacy on teachers’ ICT competences. There was a statistically significant relationship (p < .05) between school administrative support and teachers’ ICT competence and an indirect effect through teachers’ ICT literacy as a mediator. Hence, teachers’ ICT literacy acts a partial mediator in the model. This study shows that school administrative support and teachers’ ICT literacy play an important role in shaping teachers’ ICT competence. Furthermore, the study provides further evidence that school principals through teachers’ ICT literacy play an important role in integrating ICT into the classroom. School administrators should equip themselves with formal training in technological leadership so that they can better contribute to aiding school teachers to better integrate ICT into their teaching and learning.