A study on the relationship between digital capacity building of the teaching force and the improvement of the quality of basic education

The original independent variable regression coefficient

Variable	Normalized coefficient	Original coefficient
X1	0.530	15.691
X2	0.102	0.032
X3	0.232	0.076
X4	0.130	0.077
X5	0.166	0.053
X6	0.179	11.381

Model parameter test value and the results of the research hypothesis

	Path	S.E.	C.R.	P	Standardized path coefficient	Hypothesis
H1	Self-efficacy→Ability of digital technology using	0.015	9.066	0.0036	0.317	True
H2	Skills base→Ability of digital technology using	0.015	11.484	0.0278	0.342	True
H3	Awareness attitude→Ability of digital technology using	0.039	3.587	0.0099	0.126	True
H4	Perceptual usefulness→Ability of digital technology using	0.018	2.975	0.0331	0.098	True
H5	Perceptual ease of use→Ability of digital technology using	0.033	3.677	0.0012	0.158	True
H6	Perceptual ease of use→Perceptual usefulness	0.038	22.852	0.0015	0.763	True
H7	Application atmosphere→Ability of digital technology using	0.041	3.831	0.0045	0.169	True
H8	Application atmosphere→Self-efficacy	0.044	7.469	0.0116	0.309	True
H9	Application atmosphere→Awareness attitude	0.032	7.822	0.0124	0.430	True
H10	School management→Ability of digital technology using	0.048	0.816	0.3053	0.031	Untrue
H11	School management→Awareness attitude	0.043	2.379	0.0291	0.111	True
H12	Training support→Ability of digital technology using	0.019	0.624	0.4978	0.032	Untrue
H13	Training support→Self-efficacy	0.037	11.111	0.0118	0.493	True
H14	Training support→Skills base	0.034	13.212	0.0091	0.545	True
H15	Training support→Awareness attitude	0.044	5.276	0.0131	0.265	True

The mediation effect test result of the structural model

Path	Mediation effect value	Bootstrap 95% confidence interval
		Lower limit	Upper limit
Application atmosphere→Self-efficacy→Ability of digital technology using	0.060	0.051	0.156
Application atmosphere→Awareness attitude→Ability of digital technology using	0.049	0.001	0.109
School management→Awareness attitude→Ability of digital technology using	0.199	0.136	0.249
Training support→Self-efficacy→Ability of digital technology using	0.158	0.100	0.226
Training support→Skill base→Ability of digital technology using	0.013	-0.007	0.043
Training support→Awareness attitude→Ability of digital technology using	0.023	0.005	0.071
Perceptual ease of use→Perceptual usefulness→Ability of digital technology using	0.133	0.046	0.124

Main component factor extraction

Component	Summary	Initial feature variance percentage	Accumulation (%)	Summary	Percentage of variance explained by extracted loadings	Accumulation (%)
1	2.664	44.588	44.588	2.664	44.588	44.588
2	1.338	22.514	67.102	1.338	22.514	67.102
3	1.011	16.666	83.768	1.011	16.666	83.768
4	0.906	14.634	98.402	0.906	14.634	98.402
5	0.108	1.584	99.986
6	0.001	0.014	100

The common linear diagnosis of information elements and education quality

Model	Unnormalized coefficient		Normalized coefficient	t	Sig.	Common linear statistics
	β	SE	Beta			Tolerance	VIF
Constants	88.661	45.515		1.994	0.043
	0.909	0.050	0.743	28.310	0.024	0.955	1.056
	-4.413	2.484	-0.787	-1.786	0.057	0.001	302.953
	5.197	3.259	0.657	1.615	0.125	0.007	236.756
	-2.539	1.833	-0.506	-1.447	0.212	0.011	214.488
	5.378	3.031	1.181	1.703	0.118	0.002	736.914
	0.015	0.032	0.015	0.153	0.836	0.985	1.017

The regression coefficient of information elements and education quality

Model	Unnormalized coefficient		Normalized coefficient	t	Sig.	Common linear statistics
	β	SE	Beta			Tolerance	VIF
Constants	-1.237E-14	0.024		0	1.000
	0.084	0.008	0.118	4.722	0.002	1.000	1.000
	0.415	0.022	0.472	19.262	0.004	1.000	1.000
	-0.242	0.033	-0.264	-10.154	0.001	1.000	1.000
	0.521	0.021	0.486	19.945	0.000	1.000	1.000

The hypothesis of factors that affect teachers’ ability to apply their digital skills

Number	Hypothesis
H1	Sense of self-efficacy can significantly affect teachers’ ability of digital technology using.
H2	Skills base will significantly affect teachers’ ability of digital technology using.
H3	Awareness attitudes will significantly affect teachers’ ability of digital technology using.
H4	Perceptual usefulness will significantly affect teachers’ ability of digital technology using.
H5	Perceptual ease of use will significantly affect teachers’ ability of digital technology using.
H6	Perceptual ease of use will significantly affect perceptual usefulness.
H7	Application atmosphere will significantly affect teachers’ ability of digital technology using.
H8	Application atmosphere will significantly affect teachers’ sense of self-efficacy.
H9	Application atmosphere will significantly affect teachers’ awareness attitudes towards digital technology using.
H10	School management will significantly affect teachers’ ability of digital base using.
H11	School management will significantly affect teachers’ awareness attitudes towards digital technology using.
H12	Training support will significantly affect teachers’ ability of digital technology using.
H13	Training support will significantly affect teachers’ sense of self-efficacy.
H14	Training support will significantly affect the skills base of teachers.
H15	Training support will significantly affect teachers’ awareness attitude towards digital technology using.