Teachers' self-innovativeness has a significant positive effect on their accountability among Israeli teachers during COVID-19 distance teaching¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a PLS-SEM path model, teachers' self-innovativeness showed the strongest direct effect on their accountability (0.479), a high effect size (0.483). → 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 of questionnaire data from 200 Israeli elementary and secondary teachers found the largest direct effect of self-innovativeness on accountability (0.479); Table 4 reports the direct effect as .483, t = 7.751, p = .000, described as "a high effect size on Teachers' Accountability (0.483)".
"Results of the path analysis indicated an influence of Teachers' Self-Innovativeness on Teachers' Accountability (0.479), a lower influence on Teachers' DL Self-Efficacy (0.221), and Teachers' DL Teaching Practices (0.196)."
Discussion¶
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
- Teachers' DL self-efficacy shows the strongest direct effect on their DL teaching practices — related
- Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19 — related
- Teaching self-efficacy, professional identity, and AI literacy are each significantly associated with AI teaching innovation behavior, with additional links among the mediators — related
- In a cross-sectional survey analysed with SEM, self-efficacy's direct path to learning engagement was non-significant, and its association with engagement ran indirectly through self-regulation, teaching presence and cognitive presence (statistical mediation, which cannot show cause) — related
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