The Mediating Role of Self-Efficacy and Belief Between Technological Pedagogical Content Knowledge and Modes of Technology use among Elementary School Teacher in China

This study examines the mediating role of self-efficacy and belief between technological pedagogical content knowledge (TPACK) and modes of technology use among elementary school teachers in China. Utilizing a predictive correlational research design, data were collected from 506 elementary school math teachers. structural equation modeling with AMOS version 18.0 was employed to rigorously examine the proposed model. Our findings revealed a significant correlation between TPACK and modes of technology use among elementary school teachers in China. Additionally, self-efficacy and belief were found to act as partial mediators in the relationship between TPACK and modes of technology use. We add to the existing literature by examining how self-efficacy and beliefs mediate the relationship between TPACK and the various ways elementary school teachers utilize technology.