TY - JOUR
T1 - Teachers’ technological competence and success in online teaching during the COVID-19 crisis
T2 - the moderating role of resistance to change
AU - Masry-Herzalah, Asmahan
AU - Dor-Haim, Peleg
N1 - Publisher Copyright:
© 2021, Emerald Publishing Limited.
PY - 2022/1/17
Y1 - 2022/1/17
N2 - 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.
AB - 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.
KW - Online teaching
KW - Readiness for change
KW - Resistance to change
KW - Technological competence
UR - http://www.scopus.com/inward/record.url?scp=85118245449&partnerID=8YFLogxK
U2 - 10.1108/IJEM-03-2021-0086
DO - 10.1108/IJEM-03-2021-0086
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AN - SCOPUS:85118245449
VL - 36
SP - 1
EP - 13
JO - International Journal of Educational Management
JF - International Journal of Educational Management
SN - 0951-354X
IS - 1
ER -