How Teachers’ Autonomy and Achievement Goal Orientation Affect Innovative Teaching Behavior with ICT: The Mediator Role of Teachers’ Digital Literacy

This study aims to identify the structural relationship among teachers’ autonomy, achievement goal orientation, digital literacy, innovative teaching behavior with ICT. For this purpose, this study collected data from a total of 693 elementary and secondary school teachers in Korea, and analyzed direct and indirect effects between variables by applying a structural equation model. As a result of the study, teacher's autonomy and teachers' achievement goal orientation had a statically significant effect on teachers' digital literacy, but only teacher's autonomy had a positively significant effect on innovative teaching behaviour with ICT. Teachers' digital literacy had a positively significant effect on innovative teaching behaviour with ICT, and had a mediating effect between teachers' autonomy, achievement goal orientation, and innovative teaching behaviour with ICT. Based on the research results, practical implications and future research directions related to individual and organizational factors that affect teachers' innovative teaching behavior with ICT were presented.