Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change

Masry-Herzallah, Asmahan; Dor-Haim, Peleg

doi:10.1108/ijem-03-2021-0086

Cited by 30 publications

(29 citation statements)

References 40 publications

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“…Current studies (e.g., Daumiller et al, Konig et al, Adov & Maeots, Masry-Herzalah & Dor-Haim) showed that digital literacy played a leading role in high-quality education in current situations [76,78,85,102]. Teachers at all academic levels were eager to develop their digital literacy in a short period owing to the virtual teaching and learning format [100].…”

Section: Teacher Involvementmentioning

confidence: 99%

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Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

153

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Section: Teacher Involvementmentioning

confidence: 99%

“…They were compelled to adapt to online teaching. It seemed that digital competence had become a necessity in education [102,103]. Furthermore, teaching communities had urgently requested to gain digital skills for information collection, digital teaching content creation, communication, and collaboration.…”

Section: Teacher Involvementmentioning

confidence: 99%

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

153

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“…, 2022). Similarly, in a recent survey conducted on 383 faculty members from educational institutions in Italy, teachers' performance largely depends on technological competence, as in the global pandemic online teaching was followed (Masry-Herzalah and Dor-Haim, 2022). Though after the pandemic educational institutions go back to face-to-face teaching, the lessons learned from pandemic-induced changes in web-based system would help teachers in coping with such crises situations.…”

Section: Literature Review and Theoretical Foundationsmentioning

confidence: 99%

“…In a comparable developing country, Pakistan, researchers found that during the global pandemic, teachers have undergone technostress to implement an online mode of teaching, which adversely impacted their performance (Mushtaque et al, 2022). Similarly, in a recent survey conducted on 383 faculty members from educational institutions in Italy, teachers' performance largely depends on technological competence, as in the global pandemic online teaching was followed (Masry-Herzalah and Dor-Haim, 2022). Though after the pandemic educational institutions go back to face-to-face teaching, the lessons learned from pandemic-induced changes in webbased system would help teachers in coping with such crises situations.…”

Section: Recognition and Rewardsmentioning

confidence: 99%

Recognition and rewards as moderators in the relationships between antecedents and performance of women teachers: evidence from India

Balakrishnan

Soundararajan²,

Parayitam

2022

IJEM

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PurposeAs teachers are considered “knowledge workers,” the present study explores teacher performance in schools. A particular emphasis is given to assessing the performance of female teachers in the rural part of South India.Design/methodology/approachAfter collecting data from 563 female teachers from four blocks in Nilgiris District (Ooty, Kotagiri, Coonoor and Gudalur) consisting of 37 government schools in the southern part of India, all the female teachers were surveyed, and the data were analyzed after checking the instrument's psychometric properties by performing confirmatory factor analysis. Hierarchical regression was employed to test the hypotheses.FindingsThe findings revealed that (1) empowerment, organizational communication and work–life balance (WLB) and recognition and rewards are positively and significantly related to teacher performance; (2) recognition and rewards moderate the relationship between (a) empowerment and performance, (b) organizational communication and performance, (c) WLB and performance, (d) organizational culture and performance and (e) quality of work-life (QWL) and performance.Research limitations/implicationsAs with any survey research, common method bias and social desirability bias may be potential limitations. However, proper care is taken to minimize these biases. The findings from this study contribute to the growing literature on education and training. In addition, the study highlights the importance of creating a climate for empowerment, recognition and rewards to foster teacher performance.Practical implicationsThe study helps administrators and policymakers to understand the antecedents of teacher performance and take necessary steps to motivate the teachers for superior performance.Originality/valueThe conceptual model the authors developed and tested is, according to the authors' knowledge, the first of the model's kind. A clear understanding of the predictors of teacher performance may guide the administrators and teaches in fostering performance in schools. The exclusive focus on female teachers is considered in this study because of the several problems the female teachers encounter in rural areas. Despite the disadvantages, female teachers perform well and contribute to students and the country as a whole.

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“…Effective use of technology requires the availability of skills among the employees, so universities seek to attract and attract talents and competencies, as the process of developing technological competencies is affected by the level of competencies that are attracted, (Masry-Herzalah and Dor-Haim, 2022). The more the skill level of talents progresses, the more the university's activities have developed.…”

Section: Introductionmentioning

confidence: 99%

role of talent management in developing technological competencies: The mediating role of information technology

Tareef¹,

Al-Hait

2022

ijhs

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This study aimed to clarify the role of talent management in the development of technological competencies as the mediating role of information technology. The study population consisted of the Jordanian private universities, where the application was applied to a sample that included a group of (department manager, human resources manager, department head, and administrative employee). The researcher relied on the quantitative approach in collecting primary data by making a questionnaire, developing it and distributing it to the Jordanian private universities. The hypotheses were analyzed and tested using appropriate statistical methods and the use of the Statistical Package for Social Sciences (SPSS). The final sample amounted to (220) questionnaires. The study reached a set of results, the most important of which is that there is a statistically significant effect at the level of significance (α≥0.05) for talent management in developing the technological competencies. One of the most important recommendations of the study is the keenness to use appropriate advertising media in identifying talented people.

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Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change

Cited by 30 publications

References 40 publications

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Recognition and rewards as moderators in the relationships between antecedents and performance of women teachers: evidence from India

role of talent management in developing technological competencies: The mediating role of information technology

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