Abstract
The use of technology in education has challenged traditional paradigms of teaching and learning, resulting in instructor adaptability and creativity. The rapid advancement of digitalization has resulted in an unparalleled array of tools and platforms that educators can employ to augment the learning process. Consequently, the objective of this study was to examine the relationships among teacher organizational commitment (TOC), teachers' innovative work behavior (TIWB), virtual teaching-learning environments (VTLE), employee creativity and ICT abilities. It also explored how technology readiness and virtual integration play a moderating influence. A quantitative study approach was used, with a broad sample of teachers from various educational institutions participating. Data was collected from 502 teachers using validated self-report surveys that measured the dimensions under research. The variables' relationships were examined using structural equation modeling. The results showed that teacher organizational commitment and creative work behavior are positively correlated. Virtual teaching-learning environments were discovered to have a considerable impact on innovative work behavior. ICT skills and employee creativity strongly were associated with innovative work behavior. Furthermore, virtual integration and technological readiness were recognized as important moderators that shape the interactions between commitment, virtual environments, innovation, and creativity. This study advances our understanding of the interactions between technology, commitment, innovation, and virtual worlds in influencing instructors' behavior. It emphasizes the significance of dedication and technological integration in promoting innovative teaching techniques. The study provides guidance for educators, educational organizations, and legislators who want to improve education in the digital era.
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