Predicting secondary school mathematics teachers' digital teaching behavior using partial least squares structural equation modeling

Digital technologies play a key role in the digital transformation of education. In order to improve teaching effectiveness and efficiency, teachers should use digital technologies appropriately. However, some secondary school mathematics teachers have little confidence in their digital teaching behavior. This study aimed to explore the predictors of secondary school mathematics teachers' digital teaching behavior. An extended unified theory of acceptance and use of technology (UTAUT) model was adopted to predict secondary school mathematics teachers' digital teaching behavior. A questionnaire survey was conducted with all junior high school mathematics teachers in a state-level new area, which is located in a central province of China. Three hundred and eighty-five valid data were collected. The partial least squares structural equation modeling (PLS-SEM) method was used to analyze the data. It was found that technological pedagogical content knowledge (TPACK) was the biggest predictor of secondary school mathematics teachers' digital teaching behavior. Attitude, behavioral intention, performance expectancy, effort expectancy and social influence can also affect teachers' digital teaching behavior in direct and/or indirect ways. The findings have noteworthy realistic implications for enhancing digital teaching behavior of secondary school mathematics teachers and promoting digital transformation of secondary school mathematics education.