Teachers’ digital literacy and teaching quality
Examining the mediating role of instructional flexibility
DOI:
https://doi.org/10.32674/m4a2c277Keywords:
Digital literacy, Instructional flexibility, Teaching quality, TeachersAbstract
This study examined the mediating role of instructional flexibility (IF) on the relationship between digital literacy (DL) and teaching quality (TQ) in Junior High Schools in Ghana. A quantitative cross-sectional survey of 220 teachers from Junior High Schools was employed. A questionnaire was developed to measure digital literacy, instructional flexibility, and teaching quality. DL significantly predicted TQ (β = 0.273, p < 0.001). Further, DL predicted IF (β = 0.462, p < 0.001). IF significantly predicted TQ (β = 0.379, p < 0.001). IF also significantly mediated DL and TQ partially (β = 0.179, p < 0.001). Findings highlighted implications for teacher professional development, specifically that professional development programs should train teachers on digital skills and pedagogical flexibility to use technology instructionally. This study highlighted the emerging evidence from Ghana that digital literacy enhances teaching quality, specifically by increasing a teacher’s pedagogical flexibility.
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