This study aimed to investigate the moderated mediation effect of gender and the mediation effect of readiness for change (RC) on self-esteem and technology readiness (TR) among South Korean teachers. Participants were 302 teachers who are living and working in South Korea. The collected data were analyzed using frequency and correlation analyses, and the moderated mediation effect. First, we considered the differences in TR and RC according to gender, and they were reported to be higher in men than in women. The number of teachers who had worked for more than 11 years was significantly higher than that of other teaching career groups. Second, correlation analysis showed a positive correlation between self-esteem, TR, and RC by gender. Third, teachers’ RC mediates the relationship between self-esteem and TR. Fourth, the teachers’ gender moderated the relationship between self-esteem and RC. Additionally, teachers’ gender moderated the mediating effect of RC on self-esteem and TR. Finally, based on the study results, we suggest the development of a program for improving self-esteem to enhance TR and RC among teachers of both genders. Additionally, future research should consider universal teacher sampling to facilitate the comparison of teachers’ characteristics and to identify variances in the data.
This study aims to explore the current situation and specifics as well as teacher understanding of the performance assessment that exists at the center of the current curriculum assessment, which was revised in 2015. The results of a survey of 35 high school French teachers and 14 of the respondents' assessment plans are as follows. Firstly, although the application of the French-language performance assessment (measured in percentage) has increased, the assessment does not seem to function as an assessment of higher order thinking due to the students' limited French ability. Secondly, French teachers are positively aware of the performance assessment, and they attempt to optimize its proper function. In particular, assessments in the cultural areas are conducted for the aspects of creativity, logical thinking, and justice. Thirdly, the greatest difficulty teachers face in terms of implementing the performance assessment is securing objectivity and fairness; this is followed by teachers having to manage an increase in tasks such as grading. Lastly, the study demonstrates that the assessment of different performance areas by their respective teachers can be a significant issue given the potential for error in classifying areas and the lack of feasibility with respect to assessment standards. This seems to be an urgent issue for which a solution should be prioritized, especially in light of the fact that college admissions based on performance evaluations are set to be officially implemented.
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