Abstract:

Teachers are experiencing a double burden of increased job demands and changes in teaching practices due to the rapid changes in the educational environment brought about by the advancement of AI and digital technologies. Based on the Job Demands-Resources (JD-R) model, this study explores the structural relationships between job resources at schools, personal resources of teachers, job demands, teacher engagement, and innovative teaching behaviors with digital technology. Specifically, job resources are defined as the digital teaching support of school principals, job demands as teachers' role stress, and personal resources as teachers' digital literacy, empirically examining their impact on teachers' techno-work engagement and innovative teaching behaviors with digital technology. An online survey was conducted with 956 elementary, middle, and high school teachers in Korea between August 21, 2023, and September 22, 2023. The data was analyzed using the SPSS Process Macro Model 61. The findings were as follows. First, teachers' techno-work engagement was found to mediate the relationship between the digital teaching support of school principals and teachers' innovative teaching behavior with digital technology. Second, teachers' digital literacy was found to moderate the relationship between the digital teaching support of school principals and teachers' techno-work engagement, as well as the relationship between teachers' techno-work engagement and their innovative teaching behavior with digital technology. Third, teachers' role stress was found to moderate the relationship between the digital teaching support of school principals and teachers' techno-work engagement. The study identified personal and environmental factors affecting teachers' innovative teaching behavior with digital technology, such as the digital teaching support of school principals, teachers' role stress, techno-work engagement, and digital literacy. Based on the findings, practical implications were suggested for both the individual level of teachers and the environmental level of school organizations.

Keywords:

Digital teaching support of school principals, techno-work engagement, teachers’ innovative teaching behavior with digital technology, role stress, teachers' digital literacy.