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@article{199636,
        author = {Karthika.M and Dr. P. Rajeswari},
        title = {Examining Workplace Digital Transformation and Teaching Outcomes: An Empirical Study from Teachers’ Perspectives},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {11},
        pages = {13641-13646},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=199636},
        abstract = {Workplace digital transformation has become an important factor in shaping teaching practices, especially for Generation Alpha learners who grow up in technology-rich environments. This study examines teachers’ perceptions of workplace digital transformation and its impact on teaching outcomes in private schools of Vellore District. The study is supported by the Technological Pedagogical Content Knowledge (TPACK) framework and Transformative Learning Theory, which explain how teachers adapt technology to enhance teaching and learning processes.

A quantitative research design was adopted, and data were collected from 110 full-time teachers working in private schools using a structured questionnaire. A standardised five-point Likert scale was employed to measure the study variables. The collected data were analysed using the SPSS.

The findings reveal that positive teacher perceptions of workplace digital transformation are associated with improved teaching outcomes, including better instructional practices and enhanced learner engagement among Generation Alpha students. The study highlights the importance of digital readiness and institutional support in enabling effective technology-integrated teaching. The results offer useful insights for school administrators and policymakers aiming to strengthen teaching outcomes in digitally transforming school environments.},
        keywords = {Workplace digital transformation has become an important factor in shaping teaching practices, especially for Generation Alpha learners who grow up in technology-rich environments. This study examines teachers’ perceptions of workplace digital transformation and its impact on teaching outcomes in private schools of Vellore District. The study is supported by the Technological Pedagogical Content Knowledge (TPACK) framework and Transformative Learning Theory, which explain how teachers adapt technology to enhance teaching and learning processes.  A quantitative research design was adopted, and data were collected from 110 full-time teachers working in private schools using a structured questionnaire. A standardised five-point Likert scale was employed to measure the study variables. The collected data were analysed using the SPSS.  The findings reveal that positive teacher perceptions of workplace digital transformation are associated with improved teaching outcomes, including better instructional practices and enhanced learner engagement among Generation Alpha students. The study highlights the importance of digital readiness and institutional support in enabling effective technology-integrated teaching. The results offer useful insights for school administrators and policymakers aiming to strengthen teaching outcomes in digitally transforming school environments.},
        month = {April},
        }