Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support

Abstract

Purpose

Online teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.

Design/methodology/approach

The study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.

Findings

The results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.

Practical implications

This paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.

Originality/value

This study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

Citation

Sokro, E., Obuobisa-Darko, T. and Okpattah, B. (2024), "Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-03-2024-0150