Secondary teachers' competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice.

This research explores the mediating role of perceived usefulness and enjoyment of science, technology, engineering, and mathematics (STEM) teaching practice between secondary teachers' competencies and attitudes in the formal educational context. Also, the research aimed to examine if the relationships between model constructs differ by STEM teaching practice dimension (e.g., Inquiry-based learning (IBL) and Integration of STEM content (INT)). We synthesized the will, skill, tool model (WST), technology acceptance model (TAM) and flow theory (FLT) to develop a theoretical model predicting teacher attitude under the influence of Competencies, Perceived Usefulness and Perceived Enjoyment. Therefore, a mediated multigroup model with validated data from three hundred Romanian secondary teachers who completed questionnaires related to their competencies, perceived usefulness, enjoyment, and attitude toward STEM teaching practices was used. Two comparative teacher survey studies were carried out: one for IBL and one for INT. There are direct and positive relationships between Competencies and Attitude, Competencies and Enjoyment, Competencies and Usefulness, and Enjoyment and Attitude for both IBL and INT teaching practices. The partial least squares path modeling (PLS-SEM) results showed that the control variables had no significant impact on attitude. This research supports evidence for the belief that teachers' competency is a key predictor of attitude. Precisely, the positive strong direct effect of Competencies on Attitude is similar for IBL (ß = 0.49, t = 7.46, p < 0.001; f 2 (Effect size) = 0.29) with for INT teaching practice (ß = 0.46, t = 6.46, p < 0.001; f2 (Effect size) = 0.22). Interestingly, this research showed that the perceived Usefulness and Enjoyment partially mediated the association between Competencies and Attitude in both case studies. Understanding the mediating role of perceived usefulness and enjoyment for each STEM practice would help teachers successfully implement STEM education.

Digital technology adoption scale in the blended learning context in higher education: Development, validation and testing of a specific tool.

The main aim of the present study was to develop, validate and test an extended Technology Acceptance Model (TAM) that contributes to the overall understanding of students' intention to use digital tools in a blended learning context of higher education. The external bidimensional factor of familiarity with digital tools, which is not usually explained by the TAM, was included, and evaluated. Following a four-stage scale development technique, a seven-dimensional 25-item survey was developed, which includes two external correlated variables: familiarity with high-tech digital tools and familiarity with traditional digital tools, two mediator variables-computer anxiety, and perceived barriers, and three response variables, perceived usefulness, perceived ease of use and intention to use. The initial version of the survey was administered on 250 undergraduate students. Next, for another sample of 206 students, latent dimensions of the survey were tested using exploratory factor analysis. The structure of the survey was validated in two other subsequent stages with one sample of 262 responses of undergraduates and one of 310 responses of master's students from two different universities. All students who agreed to participate in research attended blended learning. The validity, reliability and invariance of the instrument were established by psychometric analyses. Collected data indicated that the survey has an adequate multifactorial structure that is reliable and invariant across degree levels. The scale is recommended for use in higher education studies targeting the promotion of blended learning and reduction of negative attitudes of learners toward digital instruments, supporting university professors to select their own efficient way to teach.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands-Resources Model (JD-R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers' CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers' CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.