Adaptability to Online Teaching during Covid-19 Pandemic: A Multiple Mediation Analysis Based on Kolb's Theory.
Int J Environ Res Public Health
; 18(15)2021 Jul 29.
Article
in English
| MEDLINE | ID: covidwho-1335061
ABSTRACT
The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy on the adaptability to online teaching (AOT). A multiple-mediation model was proposed, including the mediating effect via the teacher's Facilitator role and teacher's concrete experience learning style (CE-LS), as defined in experiential learning theory (ELT). METHODS:
Data were collected from a sample of 330 preschool and primary school teachers (84 males, Mage = 38.3, SD = 9.14). Path analysis was performed based on maximum likelihood estimation with the resampling method.RESULTS:
The findings showed that the proposed model fit the data well. A serial mediation path between EI and AOT via the teacher's Facilitator role and CE-LS was obtained. In addition, CE-LS mediated the relationship between general self-efficacy and AOT.CONCLUSION:
To date, this is the first study to analyse the direct and indirect effects of dispositional traits, such as EI and general self-efficacy, on AOT in the framework of Kolb's ELT. Our results highlight the mediating mechanisms of this relationship, that is, the teacher's Facilitator role and CE-LS. The current research provides an empirical body based on which new instructional strategies will be developed to improve the quality of online teaching during the COVID-19 pandemic and beyond.Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Pandemics
/
COVID-19
Limits:
Adult
/
Humans
/
Male
Language:
English
Year:
2021
Document Type:
Article
Affiliation country:
Ijerph18158032
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