Quantifying Teachers’ Knowledge and Attitudes Toward Personal Data Protection Using Regression Models

Amet Shabani; Besnik Qehaja; Edmond Hajrizi; Habeeb  Al-thabhawee; Andres Annuk; Hussein Alkattan; Mostafa Abotaleb

doi:10.15157/ijitis.2026.9.1.262-289

Authors

Amet Shabani Faculty of Computer Science and Engineering, University for Business and Technology, Pristina, Kosovo. https://orcid.org/0000-0002-1912-5562
Besnik Qehaja Faculty of Telecommunications, Technical University of Sofia, Sofia, Bulgaria. https://orcid.org/0000-0002-7775-0104
Edmond Hajrizi 1. Faculty of Computer Science and Engineering, University for Business and Technology, Pristina, Kosovo; 2. Faculty of Telecommunications, Technical University of Sofia, Sofia, Bulgaria. https://orcid.org/0000-0003-2883-8860
Habeeb Al-thabhawee Department of Information Technology, Management Technical College, Al-Furat Al-Awsat Technical University, Kufa, Iraq. https://orcid.org/0009-0009-0791-2524
Andres Annuk Institute of Forestry and Engineering, Estonian University of Life Sciences, Tartu, Estonia. https://orcid.org/0000-0001-5464-0415
Hussein Alkattan 5. Department of System Programming, South Ural State University, Chelyabinsk, Russia; 6. Directorate of Environment in Najaf, Ministry of Environment, Najaf, Iraq. https://orcid.org/0000-0002-0281-082X
Mostafa Abotaleb Engineering School of Digital Technologies, Yugra State University, Khanty-Mansiysk, Russia. https://orcid.org/0000-0002-3442-6865

DOI:

https://doi.org/10.15157/ijitis.2026.9.1.262-289

Keywords:

Personal Data Protection, Cybersecurity Awareness, Teachers, Education Sector, Kosovo Schools, Questionnaire Survey, Regression Modelling, Logistic Regression, Data Breach Risk, Digital Learning Security

Abstract

The use of digital platforms and mobile applications in schools has increased substantially, leading to a corresponding rise in the volume of personal data processed for educational purposes and highlighting the need to strengthen privacy awareness and cybersecurity practices among staff. This study examines teachers’ awareness, attitudes, and experiences regarding personal data protection in educational institutions in Kosovo using a structured questionnaire (N = 60). Instrument reliability was confirmed using Cronbach’s alpha (α = 0.715), while the suitability of multivariate analysis was supported by sampling adequacy and correlation structure (KMO = 0.679; Bartlett’s test p = 0.001). Two regression models were employed to assess the impact of educational level on (i) teachers’ knowledge of personal data protection and (ii) the perceived importance of data protection. Results indicate that both outcomes increase linearly and significantly with educational level, suggesting that higher educational attainment is associated with greater awareness and stronger valuation of data protection. Additionally, a binary incident model and association tests were used to examine gender differences in reported data-related incidents, revealing higher odds of incident reporting among male participants and significant disparities across attitude–behaviour indicators. Overall, the findings underscore the importance of systematic training and clear institutional policies to support secure data-handling practices and safeguard student privacy in digital learning environments.