The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources safely, appropriately, and efficiently for digital learning instruction is crucial. As an emotive commitment that drives people’s action, the notion of belief has been receiving a great attention in various scopes of educational researchers. In this sense, several studies have revealed that teachers’ positive beliefs in using digital literacy have been proven to be the most prominent cause of the effectiveness and successfulness of technology integration in the classroom. However, there has been limited exploration about teachers’ beliefs and practice in integrating digital literacy in the classroom. Therefore, this research aims to explore teacher’s belief about digital literacy, to explore the practice about digital literacy, and to find out the factors that influence the successful integration of digital literacy based on the Decomposed Theory of Planned Behavior.
This research was qualitative research using case study research design to obtain in-depth investigation. This research exerted four data collection techniques: questionnaire, interview, observation, and documentation. The data were retrieved from the purposively chosen informants based on the familiarity with digital technology. The results reveal three findings regarding 1) the teacher’s value belief, 2) the practice of integrating digital literacy, and 3) the factors that influence the effectiveness of the integration. In this sense, teacher’s practice of integrating digital literacy is consistent with the teacher’s value beliefs. When teacher believes that digital literacy is useful, ease to use, and compatible, the teacher will make an effort to integrate digital literacy in the learning instruction. However, the integration is influenced by several factors such as: peer’s influence, superior’s influence, self-efficacy, resource facilitating condition, and technology facilitating condition. Recommendations are suggested to advance schools equipment and training to mediate the better support for teachers in creating technology-enhanced classrooms.

Keyword: Decomposed Theory of Planned Behavior, Digital Literacy, Teachers’ Belief