ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1601764
This article is part of the Research TopicInnovative ICT Strategies for Inclusive Education: Enhancing Teacher Competencies and Student EngagementView all 6 articles
How Institutional Support Enhances Teacher Engagement in Online Teaching: Chain Mediation Effects of Digital Self-efficacy and Negative Emotions
Provisionally accepted
- 1Changchun Normal University, Changchun, China
- 2Xinyang Normal University, Xinyang, Henan, China
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Online teaching has become a cornerstone of educational continuity in the era of digital education. However, sustaining teacher engagement in online teaching persists as a critical barrier to teacher sustainability. This study aims to investigate how institutional support enhances teachers' work engagement through digital self-efficacy and negative emotions in online teaching. Participants were 232 K-12 teachers from different schools in China. A structural equation modeling (SEM) was used to confirm the initial model hypotheses regarding the relationship between variables. The findings show that institutional support is positively related to teacher work engagement, with digital self-efficacy and negative emotions as significant mediators. Finally, implications for educational administrators and teachers were discussed, with a focus on the importance of focused interventions that address teachers' emotional and technological needs to improve their work engagement in online teaching.
Keywords: Institutional support, teacher work engagement, digital self-efficacy, Negative emotions, ONLINE TEACHING
Received: 28 Mar 2025; Accepted: 11 Jul 2025.
Copyright: © 2025 Liu, Sun and Cui. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Zhonghua Sun, Changchun Normal University, Changchun, China
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