The relationship between digital literacy and job performance of university teachers: the chain mediating effect of psychological empowerment and job satisfaction

As education all over the world is undergoing a digital transformation, the digital literacy-job performance relationship of teachers has gradually become a hot topic of academic research. Although this relationship has been explored by previous research, there is still a lack of research content on how it is affected by the collective influence of psychological empowerment and job satisfaction. This study thus aims to fill this research gap. In this study, 586 teachers from three universities in China were selected as research subjects and the structural equation modeling was adopted. The digital literacy of teachers is found to be conducive to their job performance, during which a mediating role is played by psychological empowerment and job satisfaction. Not only that, it is also revealed that through psychological empowerment, job satisfaction is affected by digital literacy positively, thereby improving job performance, which forms a chain mediating effect. These results demonstrate the significance of digital literacy in improving job performance, offering a new angle of view to perceive the complex relationship between job performance and digital literacy from a psychological view.