Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

Kast, Julia; Lindner, Katharina; Gutschik, Alexandra; Schwab, Susanne

doi:10.1080/08856257.2021.1872849

Cited by 21 publications

(27 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies conducted before the COVID-19 pandemic point also to no significant differences regarding TSE of teachers in special education between different teaching settings (Viel-Ruma et al, 2010). The low TSE for both, teachers from special schools and inclusive schools in this study could be due to the fact that the teachers surveyed teach students with SEN. A previous study would support these assumption, which already found that TSE during school closures was significantly lower in regard to students with SEN than to students with high achievement and a control group (Kast et al, 2021). Börnert-Ringleb et al (2021) stated in their study that during the COVID-19 pandemic the TSE regarding the use of digital learning in special needs education is a predictor for the perceived use of digital learning.…”

Section: Teachers' Self-efficacy In Distance Learningmentioning

confidence: 84%

“…Börnert-Ringleb et al ( 2021 ) reported that during the COVID-19 pandemic TSE related to the use of digital learning in special needs education (special and inclusive schools) in Germany is a predictor for the perceived quality of digital learning, whereas a more generalized TSE is not a predictor. In another study conducted in Austria, TSE during the school closures was significantly lower with regard to students with SEN compared to a group of students with high academic achievements in school and a control group (Kast et al, 2021 ). König et al ( 2020 ) showed that TSE is a predictor for successful adapting tasks to the students' demands and giving feedback to students during school closures.…”

Section: Introductionmentioning

confidence: 94%

“…A few studies have already looked at TSE in school closures during the COVID-19 pandemic (e.g., König et al, 2020 ; Börnert-Ringleb et al, 2021 ; Kast et al, 2021 ). Börnert-Ringleb et al ( 2021 ) reported that during the COVID-19 pandemic TSE related to the use of digital learning in special needs education (special and inclusive schools) in Germany is a predictor for the perceived quality of digital learning, whereas a more generalized TSE is not a predictor.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

et al. 2021

View full text Add to dashboard Cite

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

show abstract

Section: Teachers' Self-efficacy In Distance Learningmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Therefore, teachers were not informed beforehand, and changes were often announced last minute (e.g., on Friday it was announced by the press that schools would be closed on Monday). Therefore, teachers were not prepared in time, e.g., they often lacked the technical equipment and prepared homework for students) ( Helm et al, 2021 ; Kast et al, 2021 ; Schwab and Lindner, 2021 ). This might also be an explanation for the trend in increasing NA and decreasing PA.…”

Section: Discussionmentioning

confidence: 99%

“…The research project was developed and implemented in cooperation with the local school boards in Austria, which also gave ethical approval for the study. Teachers from all federal states in Austria participated in an online survey during the first and second lockdowns of Austrian schools due to the COVID-19 pandemic ( Kast et al, 2021 ; Lindner et al, submitted 2 ; Schwab and Lindner, 2021 ; Schwab et al, submitted) (see text footnote 1). The collected data regarding teachers’ job satisfaction and emotional experience refers to three measurement points: t1 = regular school operation (teachers referred to t1 retrospectively during the first lockdown), t2 = first school lockdown in Austria (first simultaneous survey), and t3 = second school lockdown in Austria (second simultaneous survey).…”

Section: Methodsmentioning

confidence: 99%

Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria

2021

Self Cite

View full text Add to dashboard Cite

Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown.

show abstract

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Billett

Turner

2022

Psychology in the Schools

View full text Add to dashboard Cite

The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self‐efficacy, and teachers' well‐being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID‐19 pandemic negatively impacting their well‐being and self‐efficacy.

show abstract

Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

Cited by 21 publications

References 26 publications

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria

Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic

Contact Info

Product

Resources

About