Examining the relationship between teaching ability and smart education adoption in K-12 schools: A moderated mediation analysis
This study addresses gaps in the literature by examining the relationships between teaching ability, smart education adoption, and K-12 educational outcomes. A questionnaire was administered to 350 Chinese school educators, and M Plus software was utilized for the analysis. The study investigates te...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Journal of Pedagogical Research
2024-11-01
|
| Series: | Journal of Pedagogical Research |
| Subjects: | |
| Online Access: | https://www.ijopr.com/download/examining-the-relationship-between-teaching-ability-and-smart-education-adoption-in-k-12-schools-a-15641.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study addresses gaps in the literature by examining the relationships between teaching ability, smart education adoption, and K-12 educational outcomes. A questionnaire was administered to 350 Chinese school educators, and M Plus software was utilized for the analysis. The study investigates teaching ability's direct and mediated effects on student learning outcomes, teacher job satisfaction, self-efficacy, and the moderating role of teacher characteristics. The findings indicate that self-reported indicators measure student learning, teacher job satisfaction, and self-efficacy, revealing that effective teaching positively influences these outcomes. The integration of technology through smart education adoption further enhances education. Teacher characteristics are identified as moderators in these relationships, emphasizing the dependence of technology adoption and teaching ability on individual teachers. Implications for educators, administrators, and policymakers include the need for professional development in technology and teaching, investment in infrastructure for smart education, and personalized support for educators' diversity. This research challenges homogeneous teaching effectiveness theories and contributes to educator-specific frameworks, offering practical and theoretical insights for targeted interventions and future research in K-12 education. |
|---|---|
| ISSN: | 2602-3717 |