The main goal of the present study was to examine the mediating role of attitude toward online instruction in the relationship between informational literacy and teachers’ scientific self-efficacy. The study is applied in purpose and correlational in terms of meth More
The main goal of the present study was to examine the mediating role of attitude toward online instruction in the relationship between informational literacy and teachers’ scientific self-efficacy. The study is applied in purpose and correlational in terms of method. The population consisted of teachers working at female high schools of Mazandaran totaling to 2776 individuals out of whom 237 teachers were selected via convenience sampling to form the sample of the study. The data collection instruments were attitude toward online instruction questionnaire (Vatanparast et al., 2016) with reliability index of 0.85; scientific self-efficacy questionnaire (Megan-Schanen & Woolfolk-Hoy, 2001) with reliability index of 0.79; and informational literacy questionnaire (Yazdani, 2012) with reliability index of 0.83. To validate the instruments, face and content validity were employed that brought about good results. To analyze the data, structural equation modeling using Lisrel and SPSS was utilized. Findings indicated that there was a significant and positive correlation between informational literacy and attitude toward online instruction and scientific self-efficacy. Additionally, attitude toward online instruction mediates the link between scientific self-efficacy and informational literacy.
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