The Impact of Digital Literacy on ICT Teaching Innovation Behaviors Among Chinese High School Teachers: An Analysis of the Roles of Teacher Engagement and Teacher Learning Communities

This study aims to investigate the impact of digital literacy on ICT teaching innovation behaviors among high school teachers in China, as well as the roles of teacher engagement and teacher learning communities within this relationship. Using established measurement scales for each variable, the study surveyed 526 Chinese high school teachers and conducted statistical analysis on the valid data using SPSS 28.0 and SPSS Process Macro 4.2. The results indicated that: (1) Teachers' digital literacy has a significant positive effect on ICT teaching innovation behaviors (β = .317, p < .001) and teacher engagement (β = .438, p < .001). (2) Teacher engagement partially mediates the relationship between digital literacy and ICT teaching innovation behaviors (β = .344, p < .001). (3) Teacher learning communities have a significant positive moderating effect on the relationship between digital literacy and teacher engagement (B = .242, p < .001), and the moderated mediation model proposed in this study is supported (B = .047, p < .001). Based on the relationships explored in this study, to enhance the level of ICT teaching innovation behaviors among teachers, it is recommended that educational organizations strengthen efforts in three areas: improving teachers' digital literacy, promoting active teacher learning communities, and providing strong organizational support for teachers.