Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling

Jing Zhang, Zengzhao Chen, Jingjing Ma and Zhi Liu
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Jing Zhang: National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
Zengzhao Chen: National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China
Jingjing Ma: School of Educational Information Technology, Central China Normal University, Wuhan 430079, China
Zhi Liu: National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan 430079, China

Sustainability, 2021, vol. 13, issue 22, 1-17

Abstract: In the context of information-driven Education transformation, this study investigates factors that influence the continuous transformation of teacher information and communications technology (ICT) teaching methods. Although some studies have found that teacher psychological cognition exerts different effects on different types of teacher ICT-integrated teaching behaviors, the current literature on influencing factors lacks the classification of behaviors. Based on the learner-centered transformation, this study divides teacher ICT-integrated teaching behaviors into teacher-centered teaching behavior and student-centered teaching behavior, and constructs a hypothesis model of influencing factors on teacher ICT-integrated teaching behavior. We collected questionnaire data from 795 primary and secondary school teachers, then validated and adjusted the model through structural equation modeling (SEM). The social environment exerted a significant indirect impact on teacher technology application behaviors via mediation of teacher efficacy and outcome expectations. The two types of self-efficacy directly affected the student-centered ICT application behavior more than the teacher-centered ICT application behavior. The student-centered ICT application behavior exerted a significant impact on the teacher-centered ICT application behavior. This study confirms the significance of classifying teacher ICT-integrated teaching behavior and supports the transformation of learner-centered ICT-integrated teaching by improving the social environment to realize equitable and sustainable Education development.

Keywords: ICT-integrated teaching; digital teaching competence; teaching transformation; student-centered teaching; structural equation method (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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