ArticleFrontiers in psychology2025
How institutional support enhances teacher engagement in online teaching: chain mediation effects of digital self-efficacy and negative emotions.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A study on the relationship between digital leadership, digital self-efficacy, and work engagement: the moderating role of technostress.Frontiers in psychology · 2026Article
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3 authors.
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Abstract
Online teaching has become a cornerstone of educational continuity in the era of digital education. However, sustaining teacher engagement in online teaching persists as a critical barrier to teacher sustainability. This study aims to investigate how institutional support enhances teachers' work engagement through digital self-efficacy and negative emotions in online teaching. Participants were 232 K-12 teachers from different schools in China. A structural equation modeling (SEM) was used to confirm the initial model hypotheses regarding the relationship between variables. The findings show that institutional support is positively related to teacher work engagement, with digital self-efficacy and negative emotions as significant mediators. Finally, implications for educational administrators and teachers were discussed, with a focus on the importance of focused interventions that address teachers' emotional and technological needs to improve their work engagement in online teaching.
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