Related Experiment Video
Updated: Oct 29, 2025

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
Published on: March 1, 2019
Returning to teaching during COVID-19: An empirical study on elementary teachers' self-efficacy
1Department of Psychology Christopher Newport University Newport News Virginia USA.
Abstract:
The purpose of this study was to explore how the new teaching approaches and requirements because of COVID-19 impacted elementary teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self-Efficacy Scale (TSES) subsections of instructional and engagement. The results found the average teacher efficacy scores for both instructional and engagement were lower than TSES scores of instructional and engagement in previous studies. The results also indicated teachers who were teaching virtually had the lowest instructional efficacy scores compared to teachers teaching in a hybrid or all in-person model. However, the results suggested no difference in engagement efficacy score based on the instructional approach. There was also no difference in both instructional and engagement efficacy based on previous accolades or teacher location.
More Related Videos
Related Concept Videos
Self-Efficacy
Sources of Self-Esteem II: Performance Feedback
Stress Prevention and Stress Management Techniques I
Conscientiousness
Conscientious individuals tend to be organized, responsible, and disciplined. They prioritize completing tasks and following structured routines,...
Sources of Self-Esteem III: Social Comparison
Self-Evaluation: Self-Enhancement and Self-Verification
Benefits of Self-Esteem

