Skip to main content
Disciplinary and Interdisciplinary Science Education Research

Table 3 Mediating Effects of teachers’ knowledge, beliefs, and instructional practices in the relationship between teachers’ professional development and ICT Use

From: Effects of professional development program on primary science teachers’ ICT use in China: mediation effects of science teachers’ knowledge, beliefs and instructional practice

 

Direct effect

Indirect effects

Total effect

Path

B

SE

P

f2

B

SE

Bootstrap 95% CI

P

B

SE

P

Lower

Upper

TIP→ICT

0.039**

0.002

0.000

0.001

        

TKB→ICT

0.030**

0.003

0.000

0.02

        

TPD→ICT

-0.047**

0.001

0.000

0.003

        

TPD→TKB→ICT

    

0.012**

0.001

0.009

0.014

0.000

   

TPD→TIP→ICT

    

0.009**

0.001

0.007

0.011

0.000

   

TPD→TKB→TIP→ICT

    

0.008**

0.001

0.007

0.010

0.000

   
          

-0.017**

0.003

0.000

TKB→TIP

0.54

0.005

0.000

0.280

        

TPD→TIP

0.231

0.003

0.000

0.130

        

TPD→TKB

0.386

0.001

0.000

0.110

        
  1. Note: *** indicates significance at the P < 0.001 level; ** indicates significance at the P < 0.01 level; * indicates significance at the P < 0.05 level; TPD stands for Teachers’ Professional Development; TKB stands for Teachers’ Knowledge and Beliefs; TIP stands for Teachers’ Instructional Practices; ICT stands for Teachers’ ICT Use. f2 represented the effect sizes of the path coefficients which means the degree of the impact of specified exogenous latent variables toward the endogenous latent variables
Back to article page