Modeling the factors that influence schoolteachers’ work engagement and continuance intention when teaching online

Zuo, Mingzhang; Yan, Yujie; Ma, Yunpeng; Luo, Heng

doi:10.1007/s10639-023-12186-6

Cited by 2 publications

(1 citation statement)

References 93 publications

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“…Behavioral intention, in contrast, concerns teachers' willingness to engage in online teaching and directly impacts the frequency of actual practice [21,22]. Teachers with a strong online teaching intention tend to report higher levels of work engagement and satisfaction [23,24]. Because university faculties' attitude toward online teaching and behavioral intention for online teaching directly affects the motivation, effort, and success of online teaching, this is crucial for the sustainable development of online education; even in the post-pandemic era, where online learning is no longer a requirement, college teachers with a positive attitude and behavioral intention will continue to attempt online teaching activities during the teaching process, thus transforming online learning or blended learning into the new norm in higher education.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Yi,

Li,

Chen

et al. 2024

Sustainability

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Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1102 college teachers in Central China using hierarchical linear regression analysis to explore the possible influencing factors at the following four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on the teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like the online teaching load and teachers’ technology self-efficacy, and their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online teaching experience did not notably affect either. The findings of this study reveal the complex interactions of the factors that influence college teachers’ disposition toward and decisions about online teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

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Section: Introductionmentioning

confidence: 99%

Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Yi,

Li,

Chen

et al. 2024

Sustainability

Self Cite

View full text Add to dashboard Cite

show abstract

Investigating the Factors that Sustain College Teachers' Attitude and Behavioral Intention toward Online Teaching

Yi,

Li,

Chen

et al. 2024

Preprint

View full text Add to dashboard Cite

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1,102 college teachers in central China, using hierarchical linear regression analysis to explore possible influencing factors in four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like online-teaching load and teachers’ technology self-efficacy, as their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online-teaching experience did not notably affect either. The findings of this study reveal the complex interactions of factors that influence college teachers’ disposition toward and decisions about online-teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.

show abstract

Modeling the factors that influence schoolteachers’ work engagement and continuance intention when teaching online

Cited by 2 publications

References 93 publications

Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Investigating the Factors That Sustain College Teachers’ Attitude and Behavioral Intention toward Online Teaching

Investigating the Factors that Sustain College Teachers' Attitude and Behavioral Intention toward Online Teaching

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