Self-innovativeness, accountability, DL self-efficacy, and DL teaching practices are all positively and significantly intercorrelated¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Pearson correlations among the four main dimensions were positive and significant, ranging from r = .175 (accountability with DL self-efficacy) to r = .576 (DL self-efficacy with DL teaching practices). → Vidergor Hava E 2023

Evidence¶

Vidergor Hava E 2023¶

Vidergor Hava E. (2023). The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers & Education, 199, 104777. https://doi.org/10.1016/j.compedu.2023.104777

q2 · i3 · associational · r2

Pearson correlation analysis among the four main dimensions (Table 3, 200 teachers): the largest was "r = .576" between DL self-efficacy and DL teaching practices; the smallest was "r = .175" between accountability and DL self-efficacy; all were significant (p < 0.01 or p < 0.05).

"Table 3 shows that positive, strong, and significant correlations were found between the research variables, where accountability and DL self-efficacy showed a lower but still significant correlation. This means that the teachers perceived all dimensions relevant to their teaching via DL, with DL Teaching Practices showing a strong connection to DL Self-Efficacy, Accountability, and Self-Innovativeness."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Work experience positively affects teachers' self-innovativeness but negatively affects their DL self-efficacy, with DL teaching practices not differing by experience — related
• Teachers' self-innovativeness has a significant positive effect on their accountability among Israeli teachers during COVID-19 distance teaching — related
• Teachers' self-innovativeness significantly affects DL self-efficacy and DL teaching practices both directly and indirectly via accountability and self-efficacy — related
• Teachers' DL self-efficacy shows the strongest direct effect on their DL teaching practices — related
• A DL professional development course improved teachers' DL teaching practices and DL self-efficacy but had no effect on their self-innovativeness — related
• Teachers rated fostering student engagement as the most difficult DL teaching practice, below class management and teaching strategies — related