Requesting a Commitment in School Teachers to Teach in Unprecedented Ways: The Mediating Role of Teacher Agency

Autor/inn/en	Yang, Yunying; Dong, Yan; Jiang, Liming; Xu, Chang; Luo, Fang; Zhao, Guoqing; Kurup, Premnadh M.
Titel	Requesting a Commitment in School Teachers to Teach in Unprecedented Ways: The Mediating Role of Teacher Agency
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1858-1877 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yunying) ORCID (Dong, Yan) ORCID (Xu, Chang) ORCID (Zhao, Guoqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13322
Schlagwörter	Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Student Needs; Teacher Behavior; Distance Education; Electronic Learning; Professional Autonomy; Teaching Conditions; COVID-19; Pandemics; School Closing; Emergency Programs; China + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher behaviour; Distance study; Distance learning; Fernunterricht; Berufsfreiheit; Lehrbedingungen; Unterrichtsbedingungen; School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm
Abstract	The necessity for the development and enhancement of teacher commitment to satisfying students' learning needs in response to the COVID crisis is increasingly highlighted. It is not known, however, how to increase commitment in schoolteachers to boost online teaching in light of the fact that they, too, are struggling to cope with the rapid, unexpected change. A total of 601 teachers from primary and secondary schools across China participated in this study, with an average teaching experience of 15.9 years. Structural equation modelling was used to verify the significance of contextual, cognitive, affective and behavioural factors in boosting teachers' commitment to online teaching. The findings demonstrated that teacher agency played a complete mediating role in the predicting power of other factors to teacher commitment. Therefore, it was recommended that attention be paid to the practice and opportunities for teacher agentic actions, which necessitates real encounters with online teaching, allowing teachers to act meaningfully and initiate a new set of teaching strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01