Abstract
The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.
Highlights
This study examines secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic
The findings suggest that the significant and positive relationship of the TPACK variables with technology integration self-efficacy and instructional technology outcome expectations (ITOE) mirrors similar findings of other subjects in the literature (Angeli & Valanides, 2009; Semiz & Ince, 2012)
We argue that prior experience with online learning including online Additional Qualification (AQ) courses1 and/or online professional development (PD) would build greater self-efficacy amongst teachers as they transition to online learning
Summary
This study examines secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic. This study, first, aims to measure teacher self-efficacy in the early stages of transitioning to fully online environments in the spring of 2020 in the hopes of better understanding what support and training secondary teachers will need to effectively make that transition and for ongoing professional learning and training going forward in the context of the COVID-19 pandemic and the lasting effects on education. Previous studies identified intervention programs’ positive influence on improving the technological pedagogical content knowledge perception of both in-service and pre-service teachers’ self-efficacy for integrating technology into teaching (Angeli & Valanides, 2009; Mishra & Koehler, 2006). Engaging ongoing professional learning through summer workshops and supplemental online courses, the study found that teacher efficacy improved and remained high over the long-term versus just having a PD workshop
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