Faculty Self-Efficacy and the Pandemic- Lessons Learned for Course Quality

Abstract

The 2020 pandemic required societal changes that especially impacted classrooms. Most educational institutions made a quick pivot to online teaching and learning. While learning management platforms were largely available, not all instructors had experience teaching solely online. Regardless of teaching modality, self-efficacy is a factor in the instructor’s ability to work through challenges posed by the teaching environment. This exploratory study examines the institutional support for faculty at one university and its effects on instructor self-efficacy during a rapid change scenario. The author also considers the relationship between faculty self-efficacy and course quality. The analysis of survey data suggests that online teaching satisfaction and sustained online teaching interest rely on self-efficacy. While experience improves confidence in the ability to manage online classes, it is important that faculty have support systems early when they are entering the online environment for the first time.