Mediation Effect of Technology Readiness and Readiness for Change in the Relationship Between Edutech Competence and Depression

Abstract

After the COVID-19 pandemic, the pandemic, teachers quickly adapted to an Edutech-based. Many teachers began experiencing a high level of depression and doubted their own teaching competence. Therefore, this study examines the dual mediation of technology readiness (hereinafter referred to as TR) and readiness for change (hereinafter referred to as RC) in the relationship between Edutech competence and depression in South Korean teachers. Questionnaires regarding Edutech competence, TR, RC, and depression were distributed to 382 teachers (136 males and 246 females). A survey was administered to middle and high school teachers in South Korea using a mobile URL of Google from July 2022 to August 2022, and 382 complete responses were analysed. It analysed survey data through frequency, correlation analysis and structural equation modelling using SPSS 26.0 and Amos 25.0. The results indicate that, first, depression has a negative and significant correlation with Edutech competence, TR, and RC. Second, the results of structural equation modeling verify the mediating effect of TR and RC in the relationship between teachers' Edutech competence and depression. Finally, Edutech competence has a statistically significant impact on TR and RC but does not affect depression. Therefore, improving TR and RC, rather than merely acquiring Edutech competence, is necessary to address depression in South Korean teachers in the post-COVID-19 scenario.