Administrative Support on Teachers’ Digital Literacy and Work Engagement in Meeting the Challenges of a Private University in Shandong Province

XiChang Liu

doi:10.63313/IJED.9044

Authors

XiChang Liu Graduate School, Emilio Aguinaldo College, Manila, Philippines Author

DOI:

https://doi.org/10.63313/IJED.9044

Keywords:

Private Universities, Digital Literacy, Administrative Support, Teacher Work Engagement, Digital Transformation, Higher Education

Abstract

Driven by “Digital China” strategy, educational digitization has become a core driver of higher education reform, with private universities grappling with digital transformation and teacher development challenges. This study explores the relationships between administrative staff’s digital literacy, administrative support, and teachers’ work engagement in such institutions. Using a quantitative correlational design, data were collected from 290 full-time teachers at a Chinese private university via a validated questionnaire. The study finds that administrative support is moderately positively correlated with both digital literacy (r=0.44, p<0.001) and work engagement (r=0.47, p<0.001). The study confirms that administrative staff’s digital literacy enhances administrative support quality, thereby fostering teacher work engagement.

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