philosophies of primary school teachers with their digital literacy and the mediating role of resistance to change (Case of study: Boys' primary schools in district 14 of Tehran)

Articles in Press

Document Type : Research Paper

Authors

1 Member of the Faculty of Science and Culture University

2 Associate Professor of Educational Methods and Programs, University of Tehran

3 Master's student of Tehran University

10.48310/pma.2024.15247.4329

Abstract

The purpose of this research is to investigate the relationship between the educational philosophies of elementary school teachers on their digital literacy and the mediating role of resistance to change .The research method is quantitative and descriptive-correlation.The statistical population of the research consists of 988 boys' primary school teachers . The sample size is based on Cochran's formula. In the case of known population size, the required sample size is 277 people. .The data collection tool was a standard 48-item questionnaire taken from the researches of Setin and his colleagues (2012), Oreg (2006) and Ng (2012). Using descriptive and inferential statistics, especially the structural equation model, the objectives and questions of the thesis have been investigated.The results show that the traditional educational philosophy of teachers, unlike the modern educational philosophy, has an inverse relationship with their digital literacy and a direct relationship with the dimensions of resistance to change (cognitive resistance, emotional resistance, and behavioral resistance).The digital literacy of teachers has an inverse relationship with the dimensions of resistance to change.The cognitive and behavioral resistance of teachers against the influence of traditional philosophy plays a mediating role, while in relation to the impact of modern education philosophy on digital literacy

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 17 June 2026

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