Analysis of teacher self-efficacy and its relationship with the level of academic satisfaction in times of COVID-19

Abstract

This work describes the characterization of teacher self-efficacy in remote education contexts due to the COVID-19 pandemic and its relationship with the level of student satisfaction with the courses received in the 2020–2 cycle at the Faculty of Engineering from a Cajamarca university. For this, the descriptive and correlational cross-sectional nonexperimental basic research first sought to characterize the level of teacher self-efficacy according to gender, career in which the teacher teaches classes, age and then analyze if there was a correlation with the level of satisfaction of the students with the courses received. For this, two instruments were used, the first the university teacher self-efficacy test, which had a high level of reliability equal to 0.996 and the rubric of satisfaction level of the courses taught by the teachers, typical of the university, which also presented high levels of consistency, demonstrated by a Cronbach's Alpha equal to 0.997. After using descriptive statistics and correlation analysis, it was determined that the teachers had high levels of self-efficacy, but this did not show a correlation with the level of satisfaction. Therefore, it's concluded that despite the different combinations carried out for the correlational analysis between the levels of self-efficacy and the level of student satisfaction, there is no relationship between these variables. Despite being in a remote education context, similar behaviors continue to occur as in face-to-face education.