Title Details

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This study sought to determine the mediating role of school technological support in the influence of teachers' attributes and technology 4.0 on online teaching performance. Three hundred eighteen respondents took part in the study, representing the population of private secondary school teachers in the Philippines. The quantitative, correlational, regression, T-test, and structural equation modeling techniques were used to analyze the data. The findings indicated a highly competent/high self-efficacy or agreeable level of teachers' attributes benefits teachers' online teaching performance in terms of teaching presence, social presence, and cognitive presence. Additionally, the findings indicated that sufficient knowledge of the use of Technology 4.0 benefits online teaching performance in terms of teaching presence, social presence, and cognitive presence. The findings mean that the school demonstrates a good level of ICT knowledge and ICT practice that can contribute to online teaching performance. Moreover, the study revealed that the school technological support the respondents received yielded agreeable or satisfying. The findings imply an effective level of teachers' online teaching performance. Additionally, teachers' attributes, use of technology 4.0, school technological support, and teachers' profiles predict online teaching performance. It means that these are factored into the online teaching performance of the respondents. Online teaching performance improves when schools incorporate teachers' attributes and use of technology 4.0; it can be improved even further by improving the school's technological support. Moreover, the findings of this study suggested that while teachers' attributes directly impact online teaching performance, school technological support serves as a mediating variable that enhances the relationship. Thus, resulting in partial mediation. These findings encourage school administrators to continuously create training and programs that enhance the technological support of the school in order to improve online teaching performance. The proposed program should be implemented after confirming the positive relationships between teachers' attributes, the use of technology 4.0, and school technological support to the online teaching performance of private secondary school teachers.

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