Teachers' DL self-efficacy shows the strongest direct effect on their DL teaching practices¶

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

Subclaims¶

q2 i? In the path model, DL self-efficacy had a medium-to-moderate direct effect on DL teaching practices (0.466; Table 4: .463, t = 7.804, p = .000). → 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 · i? · associational · r2

PLS-SEM path analysis (200 teachers, questionnaire data) reported in Results §4.3 shows DL self-efficacy exerted a "medium effect on Teachers' DL Teaching Practices (0.466)", larger than accountability's lower influence (0.223).

"Teachers' DL Self-Efficacy showed a medium effect on Teachers' DL Teaching Practices (0.466), and Teachers' Accountability showed a lower influence on Teachers' DL Teaching Practices (0.223)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Self-innovativeness, accountability, DL self-efficacy, and DL teaching practices are all positively and significantly intercorrelated — related
• Teachers' self-innovativeness significantly affects DL self-efficacy and DL teaching practices both directly and indirectly via accountability and self-efficacy — related
• Work experience positively affects teachers' self-innovativeness but negatively affects their DL self-efficacy, with DL teaching practices not differing by experience — 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' self-innovativeness has a significant positive effect on their accountability among Israeli teachers during COVID-19 distance teaching — related
• SEM shows software interface and content design positively and directly influence learning attitude and self-awareness learning results, and learning attitude influences results — related