Investigation of factors affecting perceived teacher efficiency during compulsory digital education (Part 1). Psychometric investigation of Teacher Self-Efficacy Questionnaire and Relative Self-Efficacy Questionnaire
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Abstract
The obligatory change to online teaching was one of the first safety measures introduced due to the COVID-19 pandemic, and it forced teachers to adapt immediately to the new situation. Most of the regularly and routinely used efficient teaching methods were not available anymore, which could have influenced teacher’s self-efficacy beliefs during these crucial times. 769 teachers (Mage = 46.3 years, SDage = 9.39) from throughout the country participated in our study, which used online survey method. We examined general teacher self-efficacy with a questionnaire adapted by us (Skaalvik & Skaalvik, 2007), and we also developed a questionnaire to explore relative efficiency.
In case of relative self-efficacy, teachers had to benchmark their current situation compared to their regular teaching experiences.
Results showed both questionnaires to have stable structure and good reliability. The majority of teachers reported higher workload and decreased efficacy compared to the usual teaching condition based on the scores of Relative Efficacy Questionnaire. Amongst the dimensions of teacher self-efficacy, teachers scored the highest on conflict management and coping factors, while motivating showed the lowest value. The competence factor of relative self-efficacy is positively related to all subscales of teacher self-efficacy. Workload was associated negatively to efficacy of teaching instructions factor.
Our study showed that teachers’ self-efficacy decreased during the online teaching period of the pandemic. Teachers reported higher workload, while their additional efforts in teaching were not necessarily related to higher efficacy. The current study discusses the results in the context of teacher efficiency and motivation.
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