K-12 teachers’ remote teaching self-efficacy during the pandemic (original) (raw)
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Turkish Online Journal of Distance Education, 2021
This study investigated teaching self-efficacy beliefs and opinions about distance education of teachers in Turkey who switched to distance education during the COVID-19 pandemic. 758 teachers from Turkey completed an online questionnaire comprising demographic information questions, likert type scale items on self-efficacy for distance education, closed-ended questions addressing teachers' opinions about distance education, and an open-ended question enabling teachers express their experiences with distance education. Data analysis included descriptive statistics, independent samples t-tests, and content analysis. The analysis showed that teachers' beliefs in their own abilities in fulfilling the requirements of distance education, such as organizing effective learning environments and preparing different evaluation activities were not at a high level. The education they received, the active use of technology before the pandemic period and the type of school they work in have effects on teachers' self-efficacy towards distance education. The low number of students attending the live classes negatively affected their motivation. Furthermore, teachers thought that current instructional materials on the platform were not sufficient for students to be successful. However, teachers believed that their experiences in distance education during the pandemic increased their efficiency in education. Most participants received sufficient support from the school administration, but not from parents during this period. Students' lack of computers and/or internet and systemic errors were among the main problems encountered by the teachers regarding the distance education system. In the study, suggestions were made to make distance education more effective.
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Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.
Teachers’ Readiness for Remote Teaching During COVID-19 Pandemic: Does It Exist?
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The state of emergency due to the COVID-19 pandemic influenced educational processes in schools all over the world. Teachers had a very short time to reform all their work and started to use new technologies, which increased their workload and level of stress. Information on factors affecting teachers’ readiness for remote teaching is insufficient, and we aimed to investigate it in this study. We performed a population-based cross-sectional study after the first experience of teachers working remotely during the Spring 2020 state of emergency in Latvia. We assessed the self-reported “overall readiness for remote teaching” using five sub-domains of a specific survey. We observed a reversed association between the teachers’ “overall readiness for remote teaching” and teaching the subject of sports ($\beta=$ -7.25, CI -10.97; -3.54) and a significant association with the self-assessment of teachers’ own digital skills ($\beta=$ 6.54, CI 5.25; 7.83). We conclude that special training programs for teachers on the efficacy of remote teaching should be created to help them get over the difficulties of new educational processes and improve their digital skills. We recommend additional support for sports and health teachers as their readiness for remote teaching was significantly lower.
Challenges of Remote Teaching for K-12 Teachers During COVID-19
Journal of Educational Leadership in Action, 2020
During the Coronavirus disease pandemic (COVID-19) remote learning presented many new challenges for K-12 teachers, and likely presented unique challenges for different content areas and grade levels. To investigate this problem, a survey-based quantitative study was conducted. A total of 831 teachers in a midwestern state completed a survey on the challenges of remote teaching. Results found (1) areas expected to present challenges that did not, (2) challenges that surfaced for teachers regardless of the grade level or content they taught, and (3) challenges that were experienced differently by teachers within educational levels and/or content areas. Continued exploration of how districts and other agencies can help teachers implement remote teaching will be helpful for the short term, and perhaps the long term, as benefits of remote teaching are documented.
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The results of a quantitative survey of 104 in-service mathematics and science teachers who taught remotely as a result of the COVID-19 pandemic pointed to an increase in their knowledge regarding the existence of e-learning environments. During the pandemic the teachers integrated more digital technology and their goals for using computer tools changed, such that after the pandemic these tools were used mostly to create a learning environment suitable for distance learning. Most teachers experienced difficulties in technology integration, citing not enough preparation time, logistics problems, lack of technological knowledge, and insufficient technical conditions as the reasons. The results suggest that teachers need adequate knowledge and technical support to be able to integrate computerized technologies successfully into their teaching.
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Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, p < 0.001). In addition, teachers’ perception of LMS’s eas...
Al Ibtida: Jurnal Pendidikan Guru MI, 2021
The readiness of elementary school teachers during the COVID-19 pandemic to engage in distance learning is the basis for developing a training mode for teachers. This study aims to ensure the readiness of elementary school teachers to participate in distance learning and training during the COVID-19 pandemic. In this study, descriptive quantitative is used with online survey techniques. The research subjects were 85 elementary school teachers in Indonesia who voluntarily filled out a questionnaire. The data were collected through a questionnaire instrument with a Likert scale and open-ended questions. The data were analyzed by calculating the average of each item and making a percentage. Research findings indicate that 37.22% of the respondents were ready to engage in distance learning and training with a blended mode. They used various applications such as WhatsApp, Google Classroom, Google Form, and YouTube.
Eurasia Journal of Mathematics, Science and Technology Education, 2021
This study determines the factors associated with teachers' beliefs and practices during the pandemic. An online instrument designed and implemented for Chilean mathematics teachers, with a total of 423 math teachers participating. The instrument is found psychometrically valid to study teachers' pedagogical-technological beliefs and their remote practices. The results show teachers' high self-efficacy levels regarding the personal use of technology, but moderate selfefficacy in integrating technology in teaching. Moreover, teachers see a much more active role for themselves than for students in online activities. Gender differences were only significant for teaching practices, where the results reported women as more active than men. Teacher age is not recognized as a factor affecting teachers' pedagogical-technological beliefs and their remote practices. Finally, the study confirms a significant influence of socioeconomic context in teachers' beliefs and practices during the pandemic. It recommends that policymakers need to provide adequate resources and knowledge to support teachers in integrating technologies in distance education, especially those working in the public sector.
Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic
Journal of Higher Education Theory and Practice, 2021
This study used an online survey to collect data from K-12 teachers (N=109) across twelve states in the U.S. The goal was to examine teachers' experiences, digital competency, and instructional technology selfefficacy as they transitioned from in-person to virtual learning environments. We found that a) many teachers had the digital competency for classroom instruction, they could not engage effectively with their students due to inadequate training for online instruction and limited digital tools and resources, b) teachers' level of digital competency corresponded with their self-efficacy, and c) the COVID-19 Pandemic further exposed the existing digital divide and inequitable distribution of resources.
A measure of emergency remote teaching: development and validation of a teacher self-efficacy scale
This study aims to develop and validate a scale measuring emergency remote teaching self-efficacy of teachers. The scale was given to 190 teachers during the scale development stage. Four factors were extracted as a result of exploratory factor analysis. The final 24-item version of the scale was tested on 234 teachers during the scale validation stage. Confirmatory factor analysis validated the four-factor structure of the scale. Cronbach's alpha was calculated to be .88, .88, .89, and .91 for each factor, respectively. Furthermore, the Multivariate Analysis of Variance revealed that emergency remote teaching self-efficacy differed significantly depending on whether teachers received in-service training on emergency remote teaching or not. The results provided some evidence that the Emergency Remote Teaching Self-Efficacy Scale scores were valid and reliable. The Emergency Remote Teaching Self-Efficacy Scale provides information about self-efficacy in student-centered emergency remote teaching, self-efficacy in emergency remote teaching of a curriculum, self-efficacy in online emergency remote teaching, and self-efficacy in emergency remote teaching of students with special needs.