Title: How Teachers’ Autonomy and Goal Orientation Affect Teachers’ Innovative Teaching Behavior with ICT: The Mediator Role of Digital Literacy
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Poster Presentation
Authors:
Yechan Lee, Chung-Ang University, South Korea
Hae-Deok Song, Chung-Ang University, South Korea
YeonKyoung Kim, Chung-Ang University, South Korea
Abstract:
The COVID-19 pandemic has created challenges for school education around the world and called for innovative teaching. On the other hand, the COVID-19 pandemic has provided teachers with an opportunity to introduce and implement digital learning. Under such challenging conditions, identifying the factors that influence teaching innovation is a critical issue.
The aims of this study was to explore the structural relationship among teachers' autonomy, goal orientation, digital literacy, and innovative teaching behavior using information and communication technology (ICT) during the COVID-19 pandemic. Participants were 639 teachers in Korea and responded to a questionnaire using a five-point Likert scale for each factor. Their responses were analyzed by means of confirmatory factor analyses and structural equation modeling (SEM).
The study results were as follows. First, teachers' autonomy had a direct significant effect on innovative teaching behavior using ICT. Second, teachers' digital literacy had a mediating effect (partial mediation) between teachers' autonomy and innovative teaching behavior using ICT. Third, teachers' digital literacy had a mediating effect (full mediation) between teachers' goal orientation and innovative teaching behavior using ICT. The results indicated that teachers' autonomy and goal orientation is positively related with innovative teaching using ICT as mediated by teachers' digital literacy. The findings from this study are expected to provide academic and practical implications about innovative teaching using ICT.
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