Returning to teaching during COVID‐19: An empirical study on elementary teachers' self‐efficacy

Pressley, Tim

doi:10.1002/pits.22528

Cited by 41 publications

(52 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Raily et al points to similar dependencies, that high self-efficacy is an important determinant of job satisfaction among Irish teachers ( Reilly, Dhingra & Boduszek, 2014 ). Considering the COVID-19 pandemic and the new challenges for teachers related to it, their sense of self-efficacy can be an important factor determining the entire area of the teacher’s work, taking into account the sense of job satisfaction and the risk of developing professional burnout ( Pressley, 2021a ; Hoang et al, 2020 ; Pressley, 2021b ). The review of available publications shows that teachers during COVID-19 showed significantly lower self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Bartosiewicz

Łuszczki

Zaręba

et al. 2022

PeerJ

View full text Add to dashboard Cite

Background The work of teachers during the COVID-19 pandemic created additional challenges and required them to go beyond conventional teaching methods, which in turn required teachers to be more resilient and caused stress and excessive workload. The aim of the study was to assess the level of occupational burnout, the sense of job satisfaction and the self-efficacy of primary and secondary school teachers working during the COVID-19 pandemic in Poland. Methods This is a cross-sectional descriptive study conducted among 412 teachers from randomly selected primary and secondary schools in the Podkarpacie region in Poland. The questionnaire contained socio-demographic data of the respondents and three standardized scales: The Scale of Job Satisfaction (SJS), General Self-Efficacy Scale (GSES) and Arbeitsbesorgenes Verhaltens und Erlebenmuster (AVEM). The Shapiro–Wilk, Kruskal–Wallis and Mann–Whitney U-test were used. Statistical analysis was performed with Statistica TIBCO 13.3 and R (version 3.6.1) software. Results The satisfaction with the work of the surveyed teachers was average in the job satisfaction scale. The vast majority of the surveyed teachers presented type B (overburdened risk type) of work-related behavior, and type A (overburdened risk type) in which the probability of burnout is very high. The feeling of self-effectiveness determines the level of job satisfaction and the level of professional burnout among the surveyed teachers. Job satisfaction had a statistically significant impact on the assessment of self-efficacy of the surveyed teachers (p < 0.0001). The types of work-related behavior have a statistically significant impact on the assessment of the teachers’ own effectiveness (p < 0.0001). Conclusion There is a close relationship between teachers’ level of self- efficacy, job satisfaction and, therefore it may predispose them to the occurrence of burnout syndrome in the future. Support for this professional group is needed. These findings may be important for education policy, teacher’s practice, and subsequent research. Ultimately, the study may provide some suggestions for methodological and educational strategies.

show abstract

Section: Discussionmentioning

confidence: 99%

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Bartosiewicz

Łuszczki

Zaręba

et al. 2022

PeerJ

View full text Add to dashboard Cite

show abstract

“…This may be explained by the teachers' lack of a clear range of strategies for interventions and management, which in turn may be explained by this never-before experienced situation of long-term online distance teaching. It seems that the teachers, lacking a clear representation of possible alternative teaching and relational strategies, failed to assess the potential solutions to this challenging teaching environment [26,27,[56][57][58]. Moreover, the data on scores on these self-related dimensions (self-esteem and self-efficacy for instructional strategies) points to a possible negative development, namely the failure to form positive and constructive coping responses and the inability to find possible active solutions to frustrating tasks or predicaments.…”

Section: Discussionmentioning

confidence: 99%

Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

Cataudella

Carta

Mascia

et al. 2021

IJERPH

View full text Add to dashboard Cite

The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system’s efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

show abstract

“… Dussault et al (2004) investigated the relationship between teachers’ IE and their efficacy toward integration of technologies in the classroom. Pressley (2021b) showed that teachers teaching virtually had the lowest IE scores compared with teachers teaching in a hybrid or all in-person model. In this study, PIE-OT is taken as a research variable, which reflects a teacher’s beliefs in his/her capacity in executing OT, using auxiliary media, and designing new instruction materials for e-learning.…”

Section: Theoretical Background and Research Hypothesesmentioning

confidence: 99%

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory

Hsieh

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers’ MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.

show abstract

Returning to teaching during COVID‐19: An empirical study on elementary teachers' self‐efficacy

Cited by 41 publications

References 30 publications

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Assessment of job satisfaction, self-efficacy, and the level of professional burnout of primary and secondary school teachers in Poland during the COVID-19 pandemic

Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory

Contact Info

Product

Resources

About