Cheng Yao-Chung, Lin Hong-Cheng, Chen Kai-Jie, Cheng Yi-Ting, Lin Chuan-Tsai
Center for Teacher Education, National Changhua University of Education, No. 1, Jinde Rd., Changhua City, Changhua County 500207, Taiwan (R.O.C); Department of Computer Science and Information Engineering, National Changhua University of Education, No. 2, Shida Rd., Changhua City, Changhua County 500208, Taiwan (R.O.C).
Department of Information Management, National Changhua University of Education, No. 2, Shida Rd., Changhua City, Changhua County 500208, Taiwan (R.O.C).
Acta Psychol (Amst). 2025 Oct;260:105408. doi: 10.1016/j.actpsy.2025.105408. Epub 2025 Sep 16.
This research examined how teachers' Technological Pedagogical Content Knowledge (TPACK) influenced intentions toward online teaching, addressing a critical research gap amid the increasing reliance on online education. A convenience sample of 374 Taiwanese junior high and senior high school teachers, including 158 males and 216 females with an average age of 44.90 years, participated in an online survey conducted in May 2023. The data were analyzed utilizing IBM SPSS 27.0 and SmartPLS 4.0, incorporating descriptive statistical methods, Pearson correlation analysis, t-tests, ANOVA, and Partial Least Squares Structural Equation Modeling (PLS-SEM). Structural equation modeling demonstrated that TPACK significantly enhanced teachers' online teaching self-efficacy and behavioral intentions toward online teaching, with partial mediation effects from online teaching self-efficacy and attitudes. Sequential mediation analysis further clarified the roles of online teaching self-efficacy and attitudes in strengthening the relationship between TPACK and behavioral intentions. The results underscore the critical role of TPACK in fostering self-efficacy, cultivating positive attitudes, and shaping behavioral intentions for online teaching. These findings highlight the necessity of specialized TPACK training and technological support to enhance teachers' online instructional capabilities. Future research should expand sampling diversity and integrate multi-method approaches to better understand the contextual and environmental factors influencing teacher behavior.
本研究探讨了教师的技术教学内容知识（TPACK）如何影响在线教学意图，填补了在对在线教育依赖日益增加的背景下的一个关键研究空白。一个由374名台湾初中和高中教师组成的便利样本参与了2023年5月进行的在线调查，其中包括158名男性和216名女性，平均年龄为44.90岁。数据使用IBM SPSS 27.0和SmartPLS 4.0进行分析，采用了描述性统计方法、Pearson相关分析、t检验、方差分析和偏最小二乘结构方程建模（PLS-SEM）。结构方程建模表明，TPACK显著提高了教师的在线教学自我效能感和在线教学行为意图，在线教学自我效能感和态度起到部分中介作用。顺序中介分析进一步阐明了在线教学自我效能感和态度在加强TPACK与行为意图之间关系中的作用。结果强调了TPACK在培养自我效能感、形成积极态度以及塑造在线教学行为意图方面的关键作用。这些发现凸显了专门的TPACK培训和技术支持对于提高教师在线教学能力的必要性。未来的研究应扩大样本多样性并整合多方法途径，以更好地理解影响教师行为的背景和环境因素。
