Influence of perceived needs of online education on teaching efficacy: the dual mediating effects of facilitating and satisfaction

This study examines the relationship among faculty perceived needs of online education, facilitating, satisfaction, and teaching efficacy. The perceived needs refer to how faculty recognize the necessity and importance of online education in their classes. This concept is critical because it impacts their readiness, attitudes, and instructional design. Data were collected through an online survey of 121 faculty members at South Korean colleges. The results showed no significant direct effect of perceived needs on teaching efficacy. In addition, facilitating mediated the relationship between perceived needs of online education and satisfaction, and satisfaction mediated the relationship between facilitating and teaching efficacy. A dual mediation effect of facilitating and satisfaction was also confirmed between perceived needs of online education and teaching efficacy. These findings emphasize the importance of institutional support in strengthening facilitating practices and faculty satisfaction to enhance teaching efficacy and improve the overall quality of online education.