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The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

Author

Listed:
  • Yue Liu

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Li Zhao

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Yu-Sheng Su

    (Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung 202301, Taiwan)

Abstract

During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students’ learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers’ age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students’ online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers’ perceptions of students’ online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers’ perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers’ age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers’ resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

Suggested Citation

  • Yue Liu & Li Zhao & Yu-Sheng Su, 2022. "The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age," IJERPH, MDPI, vol. 19(10), pages 1-22, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:6282-:d:821134
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    References listed on IDEAS

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    1. Xiaohong Liu & Li Zhao & Yu-Sheng Su, 2022. "Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy," IJERPH, MDPI, vol. 19(1), pages 1-15, January.
    2. Linda Daniela & Anna Visvizi & Calixto Gutiérrez-Braojos & Miltiadis D. Lytras, 2018. "Sustainable Higher Education and Technology-Enhanced Learning (TEL)," Sustainability, MDPI, vol. 10(11), pages 1-22, October.
    3. Chien-Liang Lin & Yuan Ye & Peng Lin & Xiao-Ling Lai & Yuan-Qing Jin & Xin Wang & Yu-Sheng Su, 2021. "Safe Sexual Behavior Intentions among College Students: The Construction of an Extended Theory of Planned Behavior," IJERPH, MDPI, vol. 18(12), pages 1-14, June.
    4. Edwards, Jeffrey R. & Cooper, Cary L., 1988. "The impacts of positive psychological states on physical health: A review and theoretical framework," Social Science & Medicine, Elsevier, vol. 27(12), pages 1447-1459, January.
    5. Susanne Scheibe & Jessica De Bloom & Ton Modderman, 2022. "Resilience during Crisis and the Role of Age: Involuntary Telework during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(3), pages 1-21, February.
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    Cited by:

    1. Monica Ioana Burcă-Voicu & Romana Emilia Cramarenco & Dan-Cristian Dabija, 2022. "Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market," IJERPH, MDPI, vol. 19(18), pages 1-21, September.
    2. Diego García-Álvarez & María José Soler & Rubia Cobo-Rendón & Juan Hernández-Lalinde, 2023. "Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    3. Xia Zhao & Mingming Shao & Yu-Sheng Su, 2022. "Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    4. Wentao Wu & Ran Hu & Ruxuan Tan & Hehai Liu, 2022. "Exploring Factors of Middle School Teachers’ Satisfaction with Online Training for Sustainable Professional Development under the Impact of COVID-19," Sustainability, MDPI, vol. 14(20), pages 1-18, October.
    5. Haibo Gu & Siyi Wang & Xiaofeng Chen & Qian Wang, 2024. "Exploring the resilience development of secondary school English teacher-researchers: a Chinese case study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
    6. Honggang Liu & Siyu Duan & Wenxiu Chu, 2022. "Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective," IJERPH, MDPI, vol. 20(1), pages 1-16, December.

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