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

Han, Jiying; Gao, Chao; Yang, Jing

doi:10.3389/fpsyg.2021.761106

Cited by 13 publications

(14 citation statements)

References 44 publications

(98 reference statements)

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“…Subjective well-being reflects the level of well-being of people according to their subjective evaluation of their lives and work (41). For teachers, the higher level of teachers' subjective well-being, the more satisfied they are with their teaching performance; therefore, the anxiety present in their daily teaching becomes weaker (76). In addition, when teachers are in a good job environment, that is, when they are provided with sufficient job resources but have low job demands, their teaching satisfaction is enhanced and their anxiety tends to be alleviated.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being

Zhang

Li²,

Wang³

et al. 2022

Front. Public Health

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BackgroundOnline education has been conducted widely in higher education in recent years. While online teaching brings many opportunities, it also poses numerous challenges and issues. This is especially true for college teachers, for whom teaching is considered to be a profession with a high level of burnout and anxiety. The large-scale application of online teaching methods has put teachers in an even more challenging context, which may lead to teaching anxiety affecting their mental health. In online teaching contexts, the question of what factors affect college teachers' online teaching anxiety is worth exploring to help reduce their online teaching anxiety so as to promote their work performance. In this study, therefore, we conducted a survey of college teachers to develop a model of job environment (job demands and job resources), subjective well-being, and online teaching anxiety, and to explore the influences of job environment and subjective well-being on their online teaching anxiety, as well as the mediating effects of subjective well-being between job environments and online teaching anxiety.MethodOf the 1,060 college teachers who participated, 524 were male (49.4%) and 536 were female (50.6%). An online questionnaire was sent to the teachers in January, 2022. Online teaching anxiety, subjective well-being, and job environment scales were adapted and developed. Descriptive analysis, reliability and validity analysis, and structural equation modelling were used to analyse the collected data.ResultsThe study model showed an adequate fit (χ2 = 440.983, RMSEA = 0.070, GFI = 0.942, AGFI = 0.914, NFI = 0.949, and CFI = 0.956), confirming the relationships of job demands and online teaching anxiety (β = 0.310, p < 0.001), job resources and online teaching anxiety (β = – 0.086, p < 0.01), job demands and subjective well-being (β = – 0.411, p < 0.001), job resources and subjective well-being (β = 0.204, p < 0.001), and subjective well-being and online teaching anxiety (β = – 0.435, p < 0.001). Meanwhile, the results also proved the effects of the mediating role of subjective well-being between job demands (95% CI = [– 0.138, – 0.225]), job resources (95% CI = [– 0.119, – 0.064]), and online teaching anxiety. The model accounted for 33.8% (f2 = 0.401) of online teaching anxiety.ConclusionThe results of this study indicated that it is important to reduce job demands and increase job resources to alleviate college teachers' online teaching anxiety to maintain good mental health; while maintaining a high level of college teachers' subjective well-being is also helpful for promoting their work performance. Furthermore, the indirect effects of job demands and job resources on online teaching anxiety mediated by college teachers' subjective well-being were also significant.

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Section: Research Model and Hypothesesmentioning

confidence: 99%

Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being

Zhang

Li²,

Wang³

et al. 2022

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…It is well acknowledged that self-efficacy is positively connected with online learning outcomes ( Honicke and Broadbent, 2016 ). Bandura (1997) identified four sources of self-efficacy: performance accomplishments, vicarious experience, social persuasion, and physiological and emotional states, and previous studies have shown that students’ self-efficacy in online learning may be enhanced by the support connected with the four sources ( Abbitt and Klett, 2007 ; Han et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 98%

Chinese University Students’ Perceptions of Facilitation Strategies, Learning Motivation, and Satisfaction in Cloud-Based Virtual Classrooms

et al. 2021

Self Cite

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This study investigated university students’ perceptions of facilitation strategies, learning motivation, and satisfaction, and the relationships between them in a cloud-based virtual classroom in mainland China. The results of an online questionnaire survey from a sample of 7,210 university students showed that students perceived high levels of facilitation strategies, learning motivation, and satisfaction. Students’ demographic characteristics, such as discipline, university type, gender, and grade, did not significantly affect their perceptions of facilitation strategies and learning outcomes. Instructor-student interaction and instructor innovation were positively related to student learning motivation and satisfaction whereas the relationships between student interaction and learning motivation and satisfaction were weak and had no practical meaning. The findings of this study have implications for creating more effective synchronous online learning environments and achieving desirable learning outcomes.

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“…Therefore, the quality evaluation of online teaching in colleges and universities can not only supervise the professional construction of colleges and universities in the special period but can also provide references and suggestions for the development of online teaching pattern. On the basis of combing the literature related to classroom teaching [62][63][64] and teaching satisfaction [6,65,66], combined with the features of online teaching, 4 criteria levels and 14 attribute levels that affect the quality of online teaching, such as teacher factors, student factors, classroom factors and technical factors, are extracted to form an online teaching quality evaluation index system. The details are shown in the following Table 1.…”

Section: Construction Of the Online Teaching Quality Evaluation Index...mentioning

confidence: 99%

Online Teaching Quality Evaluation of Business Statistics Course Utilizing Fermatean Fuzzy Analytical Hierarchy Process with Aggregation Operator

Zeng

Pan

Jin

2022

Systems

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Due to the full-scale outbreak of COVID-19, many universities have adopted the way of online teaching to ensure the orderly development of teaching plans and teaching contents. However, whether online and offline teaching can develop homogeneously and how to ensure the teaching effect is a major challenge for colleges and universities. Therefore, it is urgent to construct a reasonable index system and evaluation approach for the quality of network teaching. Combined with the influencing factors and characteristics of online teaching, this study first puts forward a multi-index evaluation index system and then proposes a novel evaluation method for online teaching based on the analytical hierarchy process (AHP) and Dombi weighted partitioned Muirhead Mean (PMM) operator under Fermatean fuzzy (FF) environment. This presented method not only adapts to changeable evaluation information but also handles the elusive interrelationships among indexes, realizing the flexibility and comprehensiveness both in form and in the polyaddition process. The applicability and feasibility of this presented method are then discussed through the practical online teaching quality evaluation of a business statistics course case, and a group of tentative about the sensitivity analysis and comparative analysis further demonstrates the effectiveness and flexibility of the proposed method.

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

Cited by 13 publications

References 44 publications

Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being

Influence of job environment on the online teaching anxiety of college teachers in the online teaching context: The mediating role of subjective well-being

Chinese University Students’ Perceptions of Facilitation Strategies, Learning Motivation, and Satisfaction in Cloud-Based Virtual Classrooms

Online Teaching Quality Evaluation of Business Statistics Course Utilizing Fermatean Fuzzy Analytical Hierarchy Process with Aggregation Operator

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