Motivation Model for Rural Teachers in China to Continuously Embrace Digital Teaching Models
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| Title: | Motivation Model for Rural Teachers in China to Continuously Embrace Digital Teaching Models |
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| Language: | English |
| Authors: | Lin Wang, Lin Zhong Qu, Fen Yan Huang |
| Source: | International Journal of Web-Based Learning and Teaching Technologies. 2024 19(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Motivation Techniques, Rural Schools, Foreign Countries, Teaching Methods, Digital Literacy, Influences, Teacher Attitudes, Teacher Student Relationship, Educational Environment, Technology Uses in Education, Faculty Workload, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | China |
| DOI: | 10.4018/IJWLTT.352855 |
| ISSN: | 1548-1093 1548-1107 |
| Abstract: | Rural teachers are responsible for effectively implementing and continuously developing digital teaching models in rural areas in the rapidly digitizing society. This study investigated the motivational factors influencing rural teachers' adoption of digital teaching models. The study collected survey data from 384 rural teachers in western Guangdong, China, and used path analysis to determine the strength of influence of each factor in the motivation model. The results indicated motivation for adopting digital teaching models was a mediating factor. Teachers' attitudes and beliefs, teacher-student interactions, school environment, teacher-technology interactions, and workload significantly influenced rural teachers' adoption of digital teaching models. These findings reveal the key factors influencing rural teachers' adoption of digital teaching models and provide a valuable reference for promoting the sustainable use of digital teaching models in rural areas. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438431 |
| Database: | ERIC |
| Abstract: | Rural teachers are responsible for effectively implementing and continuously developing digital teaching models in rural areas in the rapidly digitizing society. This study investigated the motivational factors influencing rural teachers' adoption of digital teaching models. The study collected survey data from 384 rural teachers in western Guangdong, China, and used path analysis to determine the strength of influence of each factor in the motivation model. The results indicated motivation for adopting digital teaching models was a mediating factor. Teachers' attitudes and beliefs, teacher-student interactions, school environment, teacher-technology interactions, and workload significantly influenced rural teachers' adoption of digital teaching models. These findings reveal the key factors influencing rural teachers' adoption of digital teaching models and provide a valuable reference for promoting the sustainable use of digital teaching models in rural areas. |
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| ISSN: | 1548-1093 1548-1107 |
| DOI: | 10.4018/IJWLTT.352855 |
