<b>A Study on the Influencing Factors of TPACK for Junior High School Mathematics Teachers Based on Structural Equation Modeling </b><b></b>
Xiaoling Han, Mengyao Zhao, Baozhen Li
Source abstract
This study employs structural equation modeling (SEM) to analyze factors influencing the Technology-Pedagogical Content Knowledge (TPACK) of 381 junior high mathematics teachers in L City, G Province. Utilizing a two-dimensional SEM model and the teacher professional development theory, it focuses on examining the effect paths and mediating effects of three latent variables—individual, school, and social factors—on junior high mathematics teachers' TPACK. Results indicate that the influence of these latent variables on junior high school mathematics teachers' TPACK follows this order: individual factors > school factors > social factors. The influence of nine observed variables on middle school mathematics teachers' TPACK is ranked as follows: level of mathematics knowledge mastery > level of information technology mastery > school training content = educational policy guidance > assessment and evaluation system > social resource support > understanding and application of teaching theory > motivation for digital learning > hardware facility configuration. This TPACK influence factor model simultaneously exhibits a “global-subdimension” two-dimensional structure, where observed variables not only affect the overall TPACK level but also directly influence its subdimensions.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.