Bridging knowledge and intention: The impact of teachers' TPACK on online teaching self-efficacy, attitudes, and behavioral intentions - An empirical research of Taiwanese high school teachers

This research examined how teachers' Technological Pedagogical Content Knowledge (TPACK) influenced intentions toward online teaching, addressing a critical research gap amid the increasing reliance on online education. A convenience sample of 374 Taiwanese junior high and senior high school teachers, including 158 males and 216 females with an average age of 44.90 years, participated in an online survey conducted in May 2023. The data were analyzed utilizing IBM SPSS 27.0 and SmartPLS 4.0, incorporating descriptive statistical methods, Pearson correlation analysis, t-tests, ANOVA, and Partial Least Squares Structural Equation Modeling (PLS-SEM). Structural equation modeling demonstrated that TPACK significantly enhanced teachers' online teaching self-efficacy and behavioral intentions toward online teaching, with partial mediation effects from online teaching self-efficacy and attitudes. Sequential mediation analysis further clarified the roles of online teaching self-efficacy and attitudes in strengthening the relationship between TPACK and behavioral intentions. The results underscore the critical role of TPACK in fostering self-efficacy, cultivating positive attitudes, and shaping behavioral intentions for online teaching. These findings highlight the necessity of specialized TPACK training and technological support to enhance teachers' online instructional capabilities. Future research should expand sampling diversity and integrate multi-method approaches to better understand the contextual and environmental factors influencing teacher behavior.