ArticleInternational journal of environmental research and public health2022
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.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- AI utilization, enjoyment, trust and instructor competence as predictors of intercultural communication competence among Chinese students.Scientific reports · 2025Article
- The relationship between resilience and professional well-being among early childhood teachers: the chain mediating role of teacher pedagogical competence and self-efficacy.BMC psychology · 2025Article
- Emotional intelligence and its associated factors among case team leaders in health centers of East Gojam Zone, Northwest Ethiopia: an institutional based cross-sectional study.BMC health services research · 2025Article
- Understanding Teacher Resilience: Keys to Well-Being and Performance in Chilean Elementary Education.Behavioral sciences (Basel, Switzerland) · 2025Article
- Nursing faculty readiness to teach online: a survey of nursing educators from Saudi Arabia and the UK.BMC nursing · 2025Article
- Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces.Journal of clinical medicine · 2024Article
- In-service teacher trainees experience with and preference for online learning environments during Covid-19 pandemic.Heliyon · 2024Article
- Review on the conceptual framework of teacher resilience.Frontiers in psychology · 2023Review
- Factors influencing in-service teachers' technology integration model: Innovative strategies for educational technology.PloS one · 2023Article
- Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective.International journal of environmental research and public health · 2022Article
- Investigating Learners' Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market.International journal of environmental research and public health · 2022Article
- When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China.MedEdPublish (2016) · 2022Article
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3 authors.
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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.
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