Exploring Factors of Middle School Teachers’ Satisfaction with Online Training for Sustainable Professional Development under the Impact of COVID-19

Wentao Wu, Ran Hu, Ruxuan Tan and Hehai Liu ()
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Wentao Wu: College of Education Science, Anhui Normal University, Wuhu 241000, China
Ran Hu: College of Education Science, Anhui Normal University, Wuhu 241000, China
Ruxuan Tan: College of Education Science, Anhui Normal University, Wuhu 241000, China
Hehai Liu: College of Education Science, Anhui Normal University, Wuhu 241000, China

Sustainability, 2022, vol. 14, issue 20, 1-18

Abstract: During the COVID-19 pandemic, as offline learning activities were blocked, teachers’ training activities were moved from face-to-face to online training. Therefore, teachers had to join an increasing number of online training sessions. However, few studies have focused on teachers’ satisfaction with online training. To address this gap, based on the American user satisfaction theory model (ACSI), this study established the factors of expectation of online training quality, perceived online training quality, perceived online training value, and teacher satisfaction with online learning, and aimed to explore their relationships with six hypotheses. A total of 397 middle school teachers who had online training experience participated in the survey through an online questionnaire. SPSS 26.0 and AMOS 23.0 were used to analyze the data. The results showed that (1) expectation of online training quality was positively correlated with perceived online training quality; (2) expectation of online training quality was negatively correlated with perceived online training value; (3) perceived online training quality was positively correlated with perceived online training value; and (4) perceived online training value was positively correlated with online training satisfaction. The findings imply that teachers should be informed in advance of various difficulties that may be encountered in online training, so as to reduce their expectations of online training quality. In addition, in order to improve teachers’ perceived quality and perceived value of online training, intervention strategies should be proposed, online training platforms should be optimized, and online training methods should be innovated to improve teachers’ sustainable development ability.

Keywords: online training satisfaction; teacher education; middle school teachers; expectation of online training quality; perceived online training quality; perceived online training value; COVID-19 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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