Abstract
Understanding the factors related to teacher burnout can support school administrators and teachers in optimizing the direction of school development and reducing teacher burnout. This study investigated the impact of school information and communication technology (ICT) construction and teacher information literacy on teacher burnout and explored the combined effects of the above factors by using a structural equation model (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Through the analysis of 7,979 primary and secondary school teachers, the study found that the construction of high-quality school hardware facilities, software facilities and advanced ICT-related policies can reduce teacher burnout and affirmed the intermediary role of teacher information literacy. Some development suggestions on the collaborative improvement in schools and teachers have been put forward to provide ideas for reducing teacher burnout in the intelligent era.
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The authors are grateful to those who contributed to the research at various phases.
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The research has been made possible through the financial support of the National Natural Science Foundation of China under Grant No. 61907018 and No. 62177026, the Humanities and Social Science Fund of the Ministry of Education of China under Grant No. 18YJC880005.
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Chen, M., Zhou, C., Wang, Y. et al. The role of school ICT construction and teacher information literacy in reducing teacher burnout: Based on SEM and fsQCA. Educ Inf Technol 27, 8751–8770 (2022). https://doi.org/10.1007/s10639-022-10989-7
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DOI: https://doi.org/10.1007/s10639-022-10989-7