Proposing a causal model of online teaching effectiveness based on online teaching literacy: The mediating role of online teaching self-efficacy: A path analysis

This study aimed to propose a causal model of online teaching effectiveness based on online teaching literacy, with the mediating role of online teaching selfefficacy. The statistical population of this applied quantitative correlational research comprised all professors of Payame Noor universities in Iran. The sample consisted of 350 professors, conveniently selected. Online Teaching Literacy, Online Teaching Self-Efficacy, and Online Teaching Effectiveness Questionnaires were used to collect data, which were analyzed in SPSS 24 and AMOS. The findings showed a correlation of 0.68 between online teaching literacy and online teaching self-efficacy, a correlation of 0.70 between online teaching literacy and online teaching effectiveness, and a correlation of 0.77 between online self-efficacy and online teaching effectiveness, significant at the p < 0.01 level.