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Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators
Kang Ma1, Muhammad Chutiyami1, Yijin Zhang2
1School of Education, Macquarie University, Sydney, NSW 2109 Australia.
Education and Information Technologies
|March 16, 2021
Summary
Chinese teachers
Area of Science:
- Educational Psychology
- Online Learning Pedagogy
- Teacher Professional Development
Background:
- COVID-19 school lockdowns necessitated a rapid shift to online teaching globally.
- Existing research primarily describes challenges in higher education's online transition.
- This study focuses on K-12 teachers' experiences with online teaching self-efficacy.
Purpose of the Study:
- To examine online teaching self-efficacy (TSE) among Chinese school teachers during the COVID-19 lockdown.
- To identify factors associated with and moderating changes in online TSE.
- To understand the impact of the pandemic on teachers' confidence in online instruction.
Main Methods:
- Mixed-method design utilizing quantitative surveys and qualitative interviews.
- 351 Chinese school teachers retrospectively reported online TSE at two time points.
- In-depth interviews were conducted with six participating teachers.
Main Results:
- Online instruction TSE showed no significant increase (p > 0.05).
- Technology application TSE significantly increased (p < 0.01).
- Key factors included lack of experience, teacher-student separation, school processes, and student performance.
Conclusions:
- Teachers' confidence in applying technology for online instruction improved during the lockdown.
- Passion burnout moderated the change in online TSE.
- Findings highlight the need for targeted support for online teaching development.
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