NOVICE TEACHERS’ LIMINALITY AND SELF-EFFICACY THROUGH TECHNOLOGY DURING COVID-19

Abstract

The COVID-19 pandemic created a social-educational problem in understanding how novice teachers developed self-efficacy through technology amidst distance learning. Exploring the social-educational problem of novice teachers’ liminality and construction of self-efficacy during COVID-19-related school closures is an emerging issue that justifies further research because a gap in research and understanding currently exists regarding this topic. This qualitative study explored how novice teachers developed self-efficacy through technology amidst the liminal first-time experiences of distance learning. To explore this topic, three concepts were used: the theory of self-efficacy through mastery experiences, the theory of liminality, and the theory of innovation. The research questions addressed how novice teachers developed self-efficacy through technology amidst the liminal first-time experiences of distance learning. To collect data for this study, 10 novice teachers in a Pacific Northwestern state were recruited through professional networking to participate in a semi structured interview. Data was analyzed by conducting three rounds of coding and drawing conclusions concerning the research questions. The results of this study affirmed that novice teachers developed self-efficacy via technology in innovative ways amidst COVID-19 school closures. They confirmed that examining the liminal experiences of novice teachers can provide insight into educational improvements for preservice teachers. This study could positively impact social change by better preparing new teachers to use technology innovatively to serve students in the classroom and via digital instruction.