Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

Abstract

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

Special Education Teachers' Self-efficacy in Inclusive Schools During the COVID-19 Pandemic

“…Second, the data related to socioeconomic and demographics of the inclusive school could be added to the study. Third, the experience of the teachers should be considered because several studies found that working experience acted as a significant factor for teachers' self-efficacy [12,9]. Finally, for future research, a mixed-method research design should be utilised to study self-efficacy further.…”

“…Furthermore, a study by [23] explained that substantial workload, In education settings, teachers had to collaborate not only with their colleagues but also with their student's parents and guardians. A study by [12] described one of the biggest obstacles for teachers to conduct effective online learning was uncooperative parents. If the parents are reluctant or refuse to be involved in their education, teachers would have trouble monitoring their students' learning process at home [3].…”

“…influencing the achievement and motivation of their students [11], and their capability to overcome obstacles and difficulties that might occur during the learning process [12].…”

“…Teacher self-efficacy had been studied for decades now, however, the number of studies that focused on the COVID-19 impact on teacher self-efficacy was limited [13]. Moreover, there was a limited number of research focusing on special education teachers' selfefficacy and the majority of research on teachers' self-efficacy was conducted in offline settings which were unsuitable in current situations of online learning settings [12]. Special education teachers need to be prepared for teaching during the transition of online learning at the start of the COVID-19 pandemic.…”

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

“…In their teacher efficacy model, Tschannen-Moran et al (1998) indicate that teachers' self-efficacy is related to self-perception of competence. Therefore, assessment of teachers' self-efficacy should consider assessment of their competence (Allouh et al, 2021). This study investigated the lecturers' digital teaching competence and how it affected their self-efficacy in online classes.…”