Abstract
Teacher self-efficacy has long been researched in the context of face-to-face teaching, but it has received less attention with regard to online teaching. To address this gap, the current study utilized a questionnaire adapted from Lin and Zheng as the major instrument and supplementary interviews to examine teacher self-efficacy in livestream teaching in the Chinese context. Exploratory factor analysis results from 486 senior high school English as a foreign language (EFL) teachers in China yielded a two-factor structure of teacher self-efficacy comprising instructional self-efficacy and technological self-efficacy. Across the sample, EFL teachers had moderate-to-high self-efficacy in general, and they showed higher levels of technological self-efficacy than instructional self-efficacy. The interview data also indicated a fluctuation in technological self-efficacy at the onset of livestream teaching compared to 1 month into livestream teaching. This study results offer some useful suggestions for enhancing teacher self-efficacy.
Highlights
Self-efficacy, that is, self-perception of individuals of their competence in executing specific tasks (Bandura, 1977), has attracted considerable attention in teacher education (Tschannen-Moran and Woolfolk Hoy, 2001; Gilbert, 2005; Choi and Lee, 2016; Hoang and Wyatt, 2021)
This study addressed the following questions: 1. What is the structure of English as a foreign language (EFL) teacher self-efficacy in livestream teaching?
The current research explored the self-efficacy of EFL teachers in livestream teaching
Summary
Self-efficacy, that is, self-perception of individuals of their competence in executing specific tasks (Bandura, 1977), has attracted considerable attention in teacher education (Tschannen-Moran and Woolfolk Hoy, 2001; Gilbert, 2005; Choi and Lee, 2016; Hoang and Wyatt, 2021). Teacher self-efficacy is conceptualized as a teacher’s judgment of his/her own competence in managing the classroom, engaging students, and performing assigned teaching tasks (Tschannen-Moran et al, 1998). As English as a foreign language (EFL) is both domain specific and task specific (Bandura, 1997; Tschannen-Moran and Woolfolk Hoy, 2001), we were inspired to explore its teacher self-efficacy. Most prior studies on EFL teacher self-efficacy were carried out in the context of traditional face-to-face classroom teaching, whereas EFL online teaching has received scant attention. The Ministry of Education in China called for a nationwide move to online teaching to ensure that while classes were suspended, learning would continue (Ministry of Education of the People’s Republic of China, 2020)
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