Motivation Model for Rural Teachers in China to Continuously Embrace Digital Teaching Models

Abstract

Rural teachers are responsible for effectively implementing and continuously developing digital teaching models in rural areas in the rapidly digitizing society. This study investigated the motivational factors influencing rural teachers' adoption of digital teaching models. The study collected survey data from 384 rural teachers in western Guangdong, China, and used path analysis to determine the strength of influence of each factor in the motivation model. The results indicated motivation for adopting digital teaching models was a mediating factor. Teachers' attitudes and beliefs, teacher-student interactions, school environment, teacher-technology interactions, and workload significantly influenced rural teachers' adoption of digital teaching models. These findings reveal the key factors influencing rural teachers' adoption of digital teaching models and provide a valuable reference for promoting the sustainable use of digital teaching models in rural areas.