Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Angela Ford

Keywords

online faculty, residential faculty, teacher self-efficacy, online education, transformational change, pedagogy

Disciplines

Education | Educational Leadership

Abstract

Teacher self-efficacy within the context of a crisis is valuable to study as it impacts the whole of the educational environment. The purpose of this study was to determine if there was a difference in the perception of teacher self-efficacy between instructors who were impacted by the COVID-19 crisis. The importance of this study focused on how faculty members described their teacher self-efficacy while implementing online instruction in emergency remote online teaching situations. The participants for this study were higher education faculty from a university in the eastern region of the United States who taught from 2019 to 2022 which covered the period in which COVID-19 affected both online and residential teaching environments. A minimum sample size of 66 participants answered survey questions from the Teachers Self-Efficacy Scale (TSES) which was distributed to instructors in three independent teaching modalities: online, online and residential, and residential faculty forced to online teaching during COVID-19. The statistical analysis procedure was a one-way analysis of variance (ANOVA) to reveal if there were any statistical differences between the means of the three independent teaching modalities. The results from the data analysis confirmed the null hypothesis could be rejected as there was a statistically significant difference in teacher self-efficacy scores between the taught online and residential modality and the residential faculty forced to online teaching during COVID-19 modality. In conclusion, this study revealed teacher self-efficacy is a concern for instructors during a crisis.

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