An Empirical Study On The Relationships Among High School English Teachers’ TPACK,Digital Competence And Classroom Environment

The research explores the relationships among high school English teachers’ TPACK(technological pedagogical and content knowledge),digital competence and the classroom environment.To answer the research questions,every high school English teacher answered two self-assessment questionnaires to respectively measure his TPACK and digital competence,while the teacher’s classroom environment was evaluated by another questionnaire answered by all students in one class taught by the corresponding teacher,and the average point of the valid student questionnaires was adopted to represent the level of the teacher’s classroom environment.The participants of this study were 115 high school English teachers from four senior high schools in Rizhao,Shandong Province and one senior high school in Tianjin,and 5354 high school students from 115 classes taught by the above 115 English teachers.Among the teachers participating in the research,54.8% of them were from key senior high schools.Finally,the data from 97 teachers and the corresponding 97 classes(that was,4285 students)were valid.Through quantitative analyses in SPSS(One-way ANOVA),the result showed that high school English teachers’ TPACK had a positive impact on their digital competence,while classroom environment was neither influenced by TPACK nor digital competence.