Unknown

Dataset Information

0

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy.

ABSTRACT: This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

SUBMITTER: Han J 

PROVIDER: S-EPMC8542998 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

Json Xml
altmetric image

Publications

Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy.

Han Jiying J   Gao Chao C   Yang Jing J  

Frontiers in psychology 20211011

This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resource  ...[more]

Similar Datasets

Unknown Teaching during a pandemic: do university teachers prefer online teaching?
| S-EPMC8741442 | biostudies-literature
Unknown Nudge or not, university teachers have mixed feelings about online teaching.
| S-EPMC10175908 | biostudies-literature
Unknown Strategies for reducing EFL learners' foreign language anxiety in online classes: Investigating teachers' teaching credentials and experience.
| S-EPMC10395019 | biostudies-literature
Unknown Finnish university physics teachers' experiences of transferring to online teaching due to COVID-19 pandemic.
| S-EPMC10034880 | biostudies-literature
Unknown Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers' well-being and online teaching intentions.
| S-EPMC11560928 | biostudies-literature
Unknown University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective.
| S-EPMC8222777 | biostudies-literature
Unknown Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress.
| S-EPMC9269914 | biostudies-literature
Unknown Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19.
| S-EPMC10311373 | biostudies-literature
Unknown Improving the university teaching-learning process with ECO methodology: Teachers' perceptions.
| S-EPMC7433871 | biostudies-literature
Unknown The interaction patterns of pandemic-initiated online teaching: How teachers adapted
| S-EPMC8799623 | biostudies-literature