ORGANIZATIONAL ENVIRONMENT AND TECHNOLOGICAL SUPPORT THROUGH TEACHERS' SELF-EFFICACY IMPACT ON TEACHER’S TPACK LEVEL EFFECTIVENESS

Abstract

In the era of educational information 2.0, the role of information technology in education and teaching is becoming more and more prominent. how to improve their professional level in order to adapt to this information age has become a common concern of teachers. Technological Pedagogical Content Knowledge(TPACK) provides a new perspective for teachers' professional development and professional level improvement. In recent years, scholars all over the world have carried out a lot of research work in this field. With the gradual deepening of research, more and more scholars have found that TPACK is a kind of new knowledge involving many conditions and factors, and teachers' mastery and application of this kind of knowledge often have to cooperate with many external factors such as society, culture and psychology. Therefore, how to define the influencing factors of TPACK will become an important breakthrough in this field in the future. The purpose of this study is to explore Organizational Environmental and Technological Support through Teachers' self-efficacy (TSE) impact on Teacher's TPACK level effectiveness. In this study, a questionnaire survey was conducted among 400 primary school teachers in Sanmenxia City, Henan Province, and the collected data were statistically analyzed by SPSS and AMOS software. on the basis of exploratory factor analysis, structural equation model and path analysis were used to test the research hypothesis. In this study, it is found that Organizational Environmental and Technological Support have a significant impact on the promotion of Teachers' self-efficacy, and Teachers' self-efficacy plays a mediating role among Organizational Environment, Technological Support and Teachers' TPACK Level Effectiveness. On the theoretical level, the research results of this study further enrich and develop the theoretical framework of TPACK, which is an important part of the subject-based theory of teacher educational technology system. On the practical level, it will be possible to promote the reform of the traditional way of training teachers' educational technology ability and promote the acquisition and effective transfer of teachers' educational technology ability.