School learning support and teacher digital competence from a needs satisfaction perspective

This RGC GRF project aims (i) to investigate the mediating role that fulfilling teachers’ needs may play in the relationship between perceived school learning support and perceived personal-ethical and personal-professional competencies and (ii) to identify effective school policies and continuous professional development activities for TDC. The study will propose a research model, implement a sequential explanatory mixed-method study design and collect data via questionnaires, school-based policy documents, professional development activities and individual and focus group interviews. The participants will comprise 300 school teachers from six Hong Kong schools with different levels of academic achievement.

Funding Source: RGC - General Research Fund (GRF)