Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 29 October 2021
Issue publication date: 17 January 2022
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.
Keywords
Citation
Masry-Herzalah, A. and Dor-Haim, P. (2022), "Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change", International Journal of Educational Management, Vol. 36 No. 1, pp. 1-13. https://doi.org/10.1108/IJEM-03-2021-0086
Publisher
:Emerald Publishing Limited
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