Teacher Perceptions of Self-Efficacy in Teaching Online during the COVID-19 Pandemic
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| Title: | Teacher Perceptions of Self-Efficacy in Teaching Online during the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Meisner, John Rodari, McKenzie, Jennifer M. |
| Source: | Athens Journal of Education. Feb 2023 10(1):49-65. |
| Availability: | Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Attitudes, Self Efficacy, Electronic Learning, Technology Uses in Education, COVID-19, Pandemics, Digital Literacy, Curriculum Design, Student Motivation, Access to Computers, Teacher Education |
| ISSN: | 2407-9898 2241-7958 |
| Abstract: | To examine the effects of the sudden shift to online instruction due to the COVID-19 pandemic in the early months of 2020, we sought to get a firsthand understanding of the experiences of teachers who were required to make the change to full online teaching. Teaching online requires technological knowledge, but it also requires a different pedagogy in order to keep students engaged and motivated to learn. Many educators indicated that this was a significant challenge. Our goal was to illuminate teachers' experiences in order to include their voices in changes to educator preparation programs. A total of 699 complete survey responses were received representing educators in several grade levels working in nine states in the United States. Qualitative analysis revealed that many responses were related to extant research on teachers' selfefficacy. Thus, this paper will shed light on the experiences of educators during the first semester of 2020 including the months of January through April, and teachers' perceived efficacy. We find that teachers felt more efficacious regarding aspects of online teaching over which they felt an internal locus of control, such as delivery of curriculum and their own skill in the use of technology. For items over which they had less control, such as parental support and involvement, student motivation, and student access to adequate technology, teachers indicated much less efficacy. The majority of responses paint a complicated and somewhat dismal picture of the loss of personal connection with their students. Based on these data, recommendations for both education preparation programs, and policy are discussed such as districts and schools must provide sufficient professional learning opportunities and create a culture of collaboration amongst teachers that can assist them in building internal school capacity for good online instruction for their students. The COVID-19 pandemic should be used as an opportunity to evaluate gaps in digital equity and make positive strides to ensure all students, regardless of race, disability, economic background, or geographic location, have full access to quality online education. [Note: The page range (49-66) shown on the PDF is incorrect. The correct page range is 49-65.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1378099 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1378099 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1378099 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Perceptions of Self-Efficacy in Teaching Online during the COVID-19 Pandemic – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Meisner%2C+John+Rodari%22">Meisner, John Rodari</searchLink><br /><searchLink fieldCode="AR" term="%22McKenzie%2C+Jennifer+M%2E%22">McKenzie, Jennifer M.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Athens+Journal+of+Education%22"><i>Athens Journal of Education</i></searchLink>. Feb 2023 10(1):49-65. – Name: Avail Label: Availability Group: Avail Data: Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2407-9898<br />2241-7958 – Name: Abstract Label: Abstract Group: Ab Data: To examine the effects of the sudden shift to online instruction due to the COVID-19 pandemic in the early months of 2020, we sought to get a firsthand understanding of the experiences of teachers who were required to make the change to full online teaching. Teaching online requires technological knowledge, but it also requires a different pedagogy in order to keep students engaged and motivated to learn. Many educators indicated that this was a significant challenge. Our goal was to illuminate teachers' experiences in order to include their voices in changes to educator preparation programs. A total of 699 complete survey responses were received representing educators in several grade levels working in nine states in the United States. Qualitative analysis revealed that many responses were related to extant research on teachers' selfefficacy. Thus, this paper will shed light on the experiences of educators during the first semester of 2020 including the months of January through April, and teachers' perceived efficacy. We find that teachers felt more efficacious regarding aspects of online teaching over which they felt an internal locus of control, such as delivery of curriculum and their own skill in the use of technology. For items over which they had less control, such as parental support and involvement, student motivation, and student access to adequate technology, teachers indicated much less efficacy. The majority of responses paint a complicated and somewhat dismal picture of the loss of personal connection with their students. Based on these data, recommendations for both education preparation programs, and policy are discussed such as districts and schools must provide sufficient professional learning opportunities and create a culture of collaboration amongst teachers that can assist them in building internal school capacity for good online instruction for their students. The COVID-19 pandemic should be used as an opportunity to evaluate gaps in digital equity and make positive strides to ensure all students, regardless of race, disability, economic background, or geographic location, have full access to quality online education. [Note: The page range (49-66) shown on the PDF is incorrect. The correct page range is 49-65.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1378099 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1378099 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 49 Subjects: – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Digital Literacy Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Access to Computers Type: general – SubjectFull: Teacher Education Type: general Titles: – TitleFull: Teacher Perceptions of Self-Efficacy in Teaching Online during the COVID-19 Pandemic Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Meisner, John Rodari – PersonEntity: Name: NameFull: McKenzie, Jennifer M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2407-9898 – Type: issn-electronic Value: 2241-7958 Numbering: – Type: volume Value: 10 – Type: issue Value: 1 Titles: – TitleFull: Athens Journal of Education Type: main |
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