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The Role of Computer Self-Efficacy and E-Learning Readiness Mediated with Technostress in Teacher Professional Competence | ||
| School Administration | ||
| مقاله 8، دوره 12، شماره 2، مهر 2024، صفحه 107-121 اصل مقاله (398.5 K) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2024.141424.2524 | ||
| نویسندگان | ||
| Maryam Ostad Rahimi* 1؛ Sakineh Jafari2؛ Ali Akbar Amin Bidokhti3 | ||
| 1Phd Student, Educational Management, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran. | ||
| 2Associate Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran | ||
| 3Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran | ||
| چکیده | ||
| With the increasing popularity of virtual education following the COVID-19 pandemic and the advancement of technology in education, new opportunities and challenges have entered the realm of education. So it is necessary to pay attention to the preparation of schools for this type of learning as well as the self-efficacy of teachers in using information and Communication technology (ICT) skills and the stress they experience in using technology in their jobs. The aim of the study was to investigate the role of Computer Self-Efficacy and E-Learning Readiness Mediated with Technostress in Teacher Professional Competence. This study was applied in terms of goal and fell under descriptive-correlational research in terms of data collection. The statistical population consisted of all teachers of Tehran’s District 15 working at high school levels from 2021 to 2022 (675 people), as 194 people were selected through convenience sampling. In order to collect data from Technostress and Computer Self-Efficacy questionnaire (Dong et al., 2020); E-learning Readiness questionnaire (Keramati et al., 2011); and Teacher Professional Competence questionnaire (Motahhari-Nezhad & Jahangard, 2016) were used. After calculating the scales’ reliability, data were analyzed by SPSS and LISREL Software. The results showed that: computer self-efficacy and e-learning readiness had a direct, positive and significant effect on teacher professional competence. computer self-efficacy and e-learning readiness had a positive and significant indirect effect on teacher professional competence through technostress. Also technostress had a direct, negative and significant effect on teacher professional competence. | ||
| کلیدواژه‌ها | ||
| Electronic-learning readiness؛ virtual education؛ technostress؛ computer self-efficacy؛ teacher professional competence | ||
| مراجع | ||
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