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K-12 Teachers' Remote Teaching Self-Efficacy during the Pandemic

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Title: K-12 Teachers' Remote Teaching Self-Efficacy during the Pandemic
Language: English
Authors: Cardullo, Victoria, Wang, Chih-hsuan, Burton, Megan, Dong, Jianwei
Source: Journal of Research in Innovative Teaching & Learning. 2021 14(1):32-45.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Elementary Secondary Education, Kindergarten, Teachers, Distance Education, Electronic Learning, Pandemics, COVID-19, Self Efficacy, Teacher Attitudes, Barriers
DOI: 10.1108/JRIT-10-2020-0055
ISSN: 1947-1017
Abstract: Purpose: The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic. Design/methodology/approach: A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages. Findings: Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers' level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible. Research limitations/implications: The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students. Practical implications: To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students. Social implications: Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards. Originality/value: Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351453
Database: ERIC
FullText Text:
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  Data: K-12 Teachers' Remote Teaching Self-Efficacy during the Pandemic
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  Label: Language
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Cardullo%2C+Victoria%22">Cardullo, Victoria</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+Chih-hsuan%22">Wang, Chih-hsuan</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink><br /><searchLink fieldCode="AR" term="%22Dong%2C+Jianwei%22">Dong, Jianwei</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Innovative+Teaching+%26+Learning%22"><i>Journal of Research in Innovative Teaching & Learning</i></searchLink>. 2021 14(1):32-45.
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  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
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  Data: 14
– Name: DatePubCY
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JRIT-10-2020-0055
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1947-1017
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic. Design/methodology/approach: A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages. Findings: Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers' level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible. Research limitations/implications: The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students. Practical implications: To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students. Social implications: Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards. Originality/value: Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).
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  Data: As Provided
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  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: EJ1351453
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1351453
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        Value: 10.1108/JRIT-10-2020-0055
    Languages:
      – Text: English
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        PageCount: 14
        StartPage: 32
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Pandemics
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Barriers
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      – TitleFull: K-12 Teachers' Remote Teaching Self-Efficacy during the Pandemic
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            NameFull: Wang, Chih-hsuan
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            NameFull: Burton, Megan
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            NameFull: Dong, Jianwei
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