Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change

Asmahan Masry-Herzalah, Peleg Dor-Haim

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Purpose: Similar to education systems all over the world, during the COVID-19 pandemic, the Israeli education system shut its doors and moved to an online format. The present study aims to examine the relationship between Israeli teachers’ technological competence and their success in online teaching during the COVID-19 crisis. Design/methodology/approach: The study is based on 383 teachers’ who responded to a questionnaire about a month and a half after the transition to online teaching due to the COVID-19 crisis. Findings: The study revealed a significant, positive relationship between technological competence and success in online teaching. Further, the study found that resistance to change among teachers played a key role in teaching success, such that it moderated the association between technological competency and online teaching success. Theoretical and practical implications are suggested. Originality/value: The present study contributes to both theory and practice with regard to the matter of successful online teaching among teachers. The study introduces vital factors – specifically, resistance to change and technological competence – which may predict successful online teaching in schools during times of crisis.

    Original languageEnglish
    Pages (from-to)1-13
    Number of pages13
    JournalInternational Journal of Educational Management
    Volume36
    Issue number1
    DOIs
    StatePublished - 17 Jan 2022

    Keywords

    • Online teaching
    • Readiness for change
    • Resistance to change
    • Technological competence

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