Examining Teacher Self-Efficacy and the Extended Technology Acceptance Model for Those Teaching Online during COVID-19
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| Title: | Examining Teacher Self-Efficacy and the Extended Technology Acceptance Model for Those Teaching Online during COVID-19 |
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| Language: | English |
| Authors: | Wang, Chih-hsuan, Burton, Megan, Cardullo, Vicky |
| Source: | AERA Online Paper Repository. 2021. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, COVID-19, Pandemics, Self Efficacy, Teacher Attitudes, Learning Management Systems, Educational Technology, Online Courses, Intention |
| DOI: | 10.3102/1679196 |
| Abstract: | During the COVID-19 pandemic, K-12 face-to-face teaching shifted to online teaching. Many teachers faced challenges in preparing and delivering their content online due to a lack of training and experience. This study examined the relationship between K-12 teachers' teaching self-efficacy and their perceptions toward using Learning Management Systems to teach online during the pandemic. One hundred and forty-one usable responses were analyzed using Structural Equation Model. Results indicated that the levels of support teachers received and their beliefs about the Learning Management System had a direct impact on their self-efficacy in online teaching. Future research can focus on identifying the pedagogies used to ensure the quality of online teaching and how professional development can improve teachers' online teaching self-efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED627316 |
| Database: | ERIC |
| Abstract: | During the COVID-19 pandemic, K-12 face-to-face teaching shifted to online teaching. Many teachers faced challenges in preparing and delivering their content online due to a lack of training and experience. This study examined the relationship between K-12 teachers' teaching self-efficacy and their perceptions toward using Learning Management Systems to teach online during the pandemic. One hundred and forty-one usable responses were analyzed using Structural Equation Model. Results indicated that the levels of support teachers received and their beliefs about the Learning Management System had a direct impact on their self-efficacy in online teaching. Future research can focus on identifying the pedagogies used to ensure the quality of online teaching and how professional development can improve teachers' online teaching self-efficacy. |
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| DOI: | 10.3102/1679196 |
