|Title:||The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age||Authors:||Liu, Yue
|Keywords:||ARTS-BASED REFLECTION;SELF-EFFICACY;TECHNOLOGY INTEGRATION;MATHEMATICAL KNOWLEDGE;DEPRESSIVE SYMPTOMS;EDUCATION TEACHERS;CLASSROOM;STUDENTS;WORK;ENTHUSIASM||Issue Date:||May-2022||Publisher:||MDPI||Journal Volume:||19||Journal Issue:||10||Source:||INT J ENV RES PUB HE||Abstract:||
During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students' learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers' age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students' online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers' perceptions of students' online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers' perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers' age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers' resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.
|Appears in Collections:||03 GOOD HEALTH AND WELL-BEING|
04 QUALITY EDUCATION
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