Abstract
<p style="text-align: justify;">Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.</p>
Highlights
The first half of 2020 brought wide range of new challenges due to the Coronavirus disease (COVID-19) pandemic
Despite all the limitations of our research, we pointed out that the sudden and obligatory digital transition in education was mostly associated with a decrease in teachers’ self-efficacy which related to a decrease in job satisfaction
The research drawn attention to the fact that emphasis should be placed on the use of Information and Communication Technology (ICT) tools and the introduction of online teaching methods in teacher training and in-service training; briefly the development of teachers’ digital competence
Summary
The first half of 2020 brought wide range of new challenges due to the Coronavirus disease (COVID-19) pandemic. The safety actions influenced almost every aspects of everyday life, including education. Most countries introduced restrictive measures on schools to prevent the spread of the infection. In order to reduce personal contact one of the possible reactions was to move classrooms online. The idea of digital education is not unprecedented as online teaching is getting more prevalent (Allen & Seaman, 2014), different barriers made the transition from real school classes to fully online surfaces more complicated. The goal of our study was to explore teachers’ job satisfaction, workload and teaching-related self-efficacy beliefs during the online teaching period compared to everyday classroom experience
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