Teacher's Attitude toward the Application of Educational Technology in Teaching and its Relationship with Job Satisfaction in Smart Schools

The general purpose of this study was to investigate the teacher's attitude toward the application of teaching technology in teaching and its relationship with job satisfaction in smart schools. The research method was descriptive correlation. The statistical population consists of all teachers of the smart schools of Arak (N = 650), of which 242 teachers were selected by cluster sampling method. Data were collected using two standard questionnaires of Yavuz attitude toward the application of technology in education and Ershadi job satisfaction. Validity of both questionnaires was confirmed by experts and their reliability was 0.826 and 0.816 respectively, using Cronbach's alpha test, respectively. Data were analyzed using Pearson correlation coefficient and multiple standard regressions. The results showed that, apart from the lack of impact of technology in education, the four dimensions of the use of technology in education, while having a meaningful relationship with teacher's job satisfaction, explained 0.54 of the dispersion of this variable. In the study of the individual contribution dimension of dimensions, the contribution of technology in education, the perceptions about the application of technology in education, the pre-requisites for applying technology in training and the effectiveness of equipment technology were calculated in meaningful education. The findings of this study, while emphasizing the importance of teacher's job satisfaction in intelligent schools, also point to the crucial role of the application of teaching technology in teaching.