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Returning to teaching during COVID‐19: An empirical study on elementary teachers' self‐efficacy
Author(s) -
Pressley Tim
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22528
Subject(s) - self efficacy , psychology , covid-19 , mathematics education , scale (ratio) , student engagement , instructional design , social psychology , medicine , physics , disease , pathology , quantum mechanics , infectious disease (medical specialty)
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.