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TEACHING ONLINE DURING COVID-19: TEACHER SELF-EFFICACY AND THE EXTENDED TECHNOLOGY ACCEPTANCE MODEL.

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Title: TEACHING ONLINE DURING COVID-19: TEACHER SELF-EFFICACY AND THE EXTENDED TECHNOLOGY ACCEPTANCE MODEL.
Authors: Wang, Chih-hsuan1, Cardullo, Victoria2, Burton, Megan2, Salisbury-Glennon, Jill1, Serafini, Amy1
Source: Journal of Educators Online. 2023 Special Issue, Vol. 20 Issue 2, p19-31. 13p.
Subject Terms: *COVID-19 pandemic, *Self-efficacy in teachers, *Online education, *Learning management system, *Teacher-student relationships, Technology Acceptance Model
Abstract: The COVID-19 global pandemic caused a shift from face-to-face to online teaching across K-12 education. The present study sought to examine the relationship between K-12 teachers’ teaching selfefficacy and their perceptions toward using Learning Management Systems (LMS). Results indicated that the levels of support that teachers received, as well as the perceived usefulness of the LMS, impacted their level of online teaching self-efficacy. Further, teachers’ self-efficacy for using a LMS directly influenced ease of use, their attitudes toward using the LMS, and their intention to use the LMS in the future. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The COVID-19 global pandemic caused a shift from face-to-face to online teaching across K-12 education. The present study sought to examine the relationship between K-12 teachers’ teaching selfefficacy and their perceptions toward using Learning Management Systems (LMS). Results indicated that the levels of support that teachers received, as well as the perceived usefulness of the LMS, impacted their level of online teaching self-efficacy. Further, teachers’ self-efficacy for using a LMS directly influenced ease of use, their attitudes toward using the LMS, and their intention to use the LMS in the future. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.9743/jeo.2023.20.2.14
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        Text: English
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      – SubjectFull: Online education
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              Text: 2023 Special Issue
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