Exploring the Relationship Among Teacher Transparency, Self-Efficacy, and Digital Adaptation of English Teachers

Abstract

The study explores the relationship among teacher identity, teacher transparency, teacher self-efficacy, and teachers’ adaptation to digital change. Eighty-four English teachers participated in the study. For comparison between English and other subject teachers, 38 survey results of different subject teachers were included in the analysis. The results showed that English teachers’ scores were lower across all the constructs in terms of both transparency and self-efficacy compared to the scores of teachers in other subjects. For further analysis, the Structural Equation Modeling was run, and the results revealed that teacher transparency influences teacher self-efficacy, facilitating digital adaptation. Instructional Transparency and Peer Transparency were significant predictors of self-efficacy, directly influencing digital adaptation. This result illustrates the dynamic interplay between evolving teacher identity and self-efficacy in relation to digital adaptation through the relationship between teacher transparency and teacher self-efficacy. The findings indicate the need for targeted programs to enhance English teachers’ transparency and self-efficacy as a pathway to their digital adaptation.