The relationship between teaching experience and teaching outcomes in online teaching during the COVID‐19 pandemic: The mediating role of teaching engagement
Tianbo An, Peibo Wu, Jingrui Wang, Huizhen Zhang, Zhaojun Chen
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引用次数: 0
Abstract
This study examines the interrelationships of Chinese university teachers' online teaching experiences, online teaching engagement, and online teaching outcomes in the context of the COVID‐19 pandemic. We conducted a survey of 7978 teachers from 235 universities in China from April 2020 to 2021 and explored the relationships among online teaching experiences, teaching engagement, and teaching outcomes in the context of college teachers. The key findings include: (1) Chinese college teachers' online teaching experiences positively predict online teaching engagement, (2) Chinese college teachers' online teaching engagement positively predicts online teaching outcomes, (3) Chinese college teachers' online teaching experiences positively predict online teaching outcomes, and (4) teachers' online teaching engagement partially mediates the relationship between online teaching experiences and online teaching outcomes.
期刊介绍：
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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