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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
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
FullText Text:
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  Data: 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
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  Data: 10.3102/1679196
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  Data: 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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      – SubjectFull: Intention
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