Academic Literacy among Primary and Secondary School Teachers Guided by the Educator Spirit: Conceptualization, Assessment, and Development Pathways

Yao Wu

doi:10.70088/fwmzqe88

Authors

Yao Wu Faculty of Education, Guangxi Normal University, Guilin, China Author

DOI:

https://doi.org/10.70088/fwmzqe88

Keywords:

educator spirit, primary and secondary school teachers, academic literacy

Abstract

Guided by the educator spirit, this study examines the conceptual dimensions, current status, and development pathways of academic literacy among primary and secondary school teachers. Drawing on a literature review, a four-dimensional framework was developed, encompassing academic beliefs, academic thinking, academic competence, and academic ethos. A questionnaire survey was subsequently conducted among 242 primary and secondary school teachers. The results indicate that teachers’ overall academic literacy was at a moderately high level, with significant group differences associated with gender, professional title, and educational attainment. Path analysis identified school support, collaborative networks, and technology acceptance as key influencing factors, while configurational analysis revealed three distinct pathways leading to high levels of academic literacy. Based on these findings, this study proposes strengthening the conceptual foundations of academic literacy through the educator spirit, optimizing collaborative networks, establishing intelligent support systems, and improving evaluation mechanisms.

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