“We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology

This study had three aims: validating two new scales to measure teachers' perceptions of Distance Learning strengths (DLS) and weaknesses (DLW) during the COVID-19 pandemic; testing whether these perceptions related to technology integration into in-person teaching; and investigating whether professional growth mediated this relationship. Two studies involving Italian teachers were conducted. Study 1 (N = 326) explored the factor structure of the new scales, whereas Study 2 (N = 554) tested the hypothesised mediation implementing structural equation models. Results showed that perceived DLS, and not DLW, were positively related to teachers’ technology integration, both directly and indirectly via increased professional growth.