More Knowledge, More Satisfaction with Online Teaching? Examining the Mediation of Teacher Efficacy and Moderation of Engagement during COVID-19

During the COVID-19 pandemic, university teachers need to spend time and energy getting used online teaching system adapting their materials new mode. According social cognitive theory, teachers’ technological pedagogical content knowledge (TPACK) work engagement, both of which can be important sources efficacy beliefs, critical in conducing self-efficacy for turn well-being. Based on data collected from 2763 during pandemic China, this study explored how TPACK engagement contribute teaching, if there is any interaction between mediates relationships online-teaching-related emotional exhaustion, satisfaction, intention use future. The implications theory practice are discussed.