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

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...

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Published in:Sustainability 2022-04, Vol.14 (8), p.4405
Main Authors: Huang, Shenghua, Yin, Hongbiao, Jin, Yule, Wang, Wenlan
Format: Article
Language:English
Subjects:
COVID-19
Internet
Online instruction
Students
Sustainability
Teachers
Teaching
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creator Huang, Shenghua
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description 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.
doi_str_mv 10.3390/su14084405
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subjects COVID-19
Internet
Online instruction
Students
Sustainability
Teachers
Teaching
title More Knowledge, More Satisfaction with Online Teaching? Examining the Mediation of Teacher Efficacy and Moderation of Engagement during COVID-19
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