技术压力对教师数字化教学创新的影响研究——成长型思维、TPACK的调节效应

Research on the Effects of Technostress on Teachers'Digital Teaching Innovation:Moderating Effects of Growth Mindset and TPACK

随着技术嵌入教育教学活动的程度加深,技术压力成为教师数字化教学和专业发展的新挑战,亟须探寻解决之道。为此,本研究对江浙沪基础教育领域的744名教师展开调查,通过路径分析、调节效应模型探究技术压力对教师教学创新和工作表现的影响,以及TPACK和成长型思维的作用路径。结果显示:技术压力对教师数字化教学创新行为与工作表现均有显著负向影响;TPACK能力对教师教学创新行为与工作表现均有显著正向影响;教师TPACK能力、成长型思维对其技术压力具有显著负向影响;教师TPACK能力能够显著抑制技术压力对其教学创新行为的负向影响,当教师TPACK能力达到较高水平时技术压力对其教学创新行为的影响不再显著。成长型思维能够显著抑制技术压力对教师工作表现的负向影响,当教师成长型思维达到较高水平时,技术压力对其工作表现的影响不再显著。本研究对于深化教育数字化转型背景下的教学创新具有一定的理论和现实意义。

As technology becomes more embedded in education and teaching activities,technostress becomes a new challenge for teachers'digital teaching and professional development,and solutions need to be urgently ex-plored.Therefore,the study investigates 744 elementary teachers in Jiangsu,Zhejiang,and Shanghai.Path analysis and moderating effect analysis were used to explore the effects of technostress on teachers'teaching innovation and working performances,as well as the paths of teachers'Technological Pedagogical and Content Knowledge(TPACK)abilities and growth mindset.The results show that:1)technostress has a significant negative effect on teachers'digital teaching innovation behaviors and working performances;2)teachers'TPACK abilities have a sig-nificant positive effect on their innovative teaching behaviors and performances;3)teachers'TPACK abilities and growth mindset have a significant negative effect on their technostress;4)teachers'TPACK abilities significantly suppress the negative effect of technostress on their teaching innovation behaviors.When teachers'TPACK abilities reach a high level,the effect of technostress on their teaching innovation behaviors is no longer significant.Teach-ers'growth mindsets significantly suppress the negative effect of technostress on their working performances.When teachers reach a high level of growth mindsets,the effect of technostress on their teaching performances is no longer significant.The study has theoretical and practical significance for deepening the teaching innovation in the context of digital transformation in education.