How Social Support Cultivates Teacher Digital Resilience? A Serial Mediation Analysis Based on Social Cognitive Theory

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 03: Teachers’ Lives, Identities, and Journeys Virtual Poster Session

Abstract

The digital transformation of education can exacerbate inequities by placing greater digital stress on teachers in under-resourced contexts. Teacher Digital Resilience (TDR) is thus a critical competency for educational equity. Grounded in Social Cognitive Theory, this study investigates how social support cultivates TDR. A structural equation modeling analysis of 423 teachers in China revealed that the positive effect of social support is fully and serially mediated by self-efficacy and perceived usefulness. This finding indicates that external support must be transformed into teachers' internal confidence and value recognition. Cultivating TDR through psychological empowerment is essential for supporting teachers in enacting humanizing and liberatory pedagogy, offering a concrete pathway toward a more equitable digital future.

Authors

• MIngyu Wang, Hangzhou Normal University

• Jing Wang, Hangzhou Normal University

• Wenjing Zeng, Hangzhou Normal University