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<p>The COVID-19 pandemic necessitated a significant shift from conventional to digital education, underscoring the importance of effective technology integration in teaching. This study examines the associations between technological, pedagogical, and content knowledge (TPACK), technological self-efficacy (TS), gender, and perceived online teaching effectiveness (OTE) among Israeli teachers during the pandemic. Data were collected through an online questionnaire completed by 434 master’s degree students from three higher education institutions. Results indicated positive correlations between TPACK, TS, and OTE. TS and gender were found to significantly moderate the relationship between TPACK and OTE. Specifically, TPACK positively predicted OTE for males with low TS and females with high TS. These findings contribute to the literature on online teaching, highlighting the need to address gender disparities and enhance TPACK skills. The study carries implications for educators, policymakers, and academic programs aimed at improving online teaching.</p>

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TPACK, technological self-efficacy, gender, and online teaching effectiveness: Insights from the COVID-19 crisis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月19日

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  • Asmahan Masry-Herzallah

摘要

The COVID-19 pandemic necessitated a significant shift from conventional to digital education, underscoring the importance of effective technology integration in teaching. This study examines the associations between technological, pedagogical, and content knowledge (TPACK), technological self-efficacy (TS), gender, and perceived online teaching effectiveness (OTE) among Israeli teachers during the pandemic. Data were collected through an online questionnaire completed by 434 master’s degree students from three higher education institutions. Results indicated positive correlations between TPACK, TS, and OTE. TS and gender were found to significantly moderate the relationship between TPACK and OTE. Specifically, TPACK positively predicted OTE for males with low TS and females with high TS. These findings contribute to the literature on online teaching, highlighting the need to address gender disparities and enhance TPACK skills. The study carries implications for educators, policymakers, and academic programs aimed at improving online teaching.