More Knowledge, More Satisfaction with Online Teaching? Examining the Mediation of Teacher Efficacy and Moderation of Engagement during COVID-19

Sustainability

Hongbiao Yin¹  Shenghua Huang²  Yule Jin²  Wenlan Wang³ 

[1] Faculty of Education, Chinese University of Hong Kong, Hong Kong SAR, China;Faculty of Education, Shenzhen University, Shenzhen 518060, China;School of Educational Science, South China Normal University, Guangzhou 510631, China;

关键词: technological pedagogical content knowledge;    self-efficacy;    work engagement;    well-being;    university teachers;   

DOI  :  10.3390/su14084405

来源: DOAJ

【 摘 要 】

During the COVID-19 pandemic, university teachers need to spend time and energy getting used to the online teaching system and adapting their teaching materials to the new teaching mode. According to the social cognitive theory, teachers’ technological pedagogical content knowledge (TPACK) and their work engagement, both of which can be important sources of efficacy beliefs, can be critical in conducing teachers’ self-efficacy for online teaching and in turn their well-being. Based on the data collected from 2763 university teachers during the COVID-19 pandemic in China, this study explored how TPACK and work engagement contribute to teachers’ self-efficacy for online teaching, if there is any interaction between TPACK and work engagement, and how self-efficacy mediates the relationships between TPACK and teachers’ online-teaching-related emotional exhaustion, teaching satisfaction, and their intention to use online teaching in the future. The implications for theory and practice are discussed.

【 授权许可】

Unknown