The Impact of Teacher Adaptability on Their Positive Attitudes Toward Online Teaching During COVID-19

• In Event: Fairmont Roundtable Session Sixteen
  In Roundtable Session: Teaching in COVID-19: Pandemonium or Possibilities? (Table 13)

Abstract

During the COVID-19 epidemic, teachers’ positive attitudes towards online teaching are necessary to ensure the quality of online teaching and students’ academic performance. Based on self-regulated learning theory, teacher adaptability can be used as a predictor of the teacher’s positive attitudes. Existing empirical studies have limited research on teacher adaptability, and nearly no research has explored its influence on positive attitudes towards online teaching. A questionnaire survey on 1,180 showed that the teacher’s cognitive adaptability was positively and significantly related to their positive attitudes toward online teaching, however, the teacher’s behavioural adaptability and emotional adaptability were not. The research can promote the theoretical construction of teacher adaptability and have practical significance for improving teachers’ online teaching effectiveness.

Authors

• Mingyao Sun, University of Hong Kong
  Presenting Author

• Xianhan Huang, The Education University of Hong Kong
  Non-Presenting Author

• Chun Lai, The University of Hong Kong
  Non-Presenting Author

• Caixia Sun
  Non-Presenting Author