Abstract
PurposeThe coronavirus (COVID-19) pandemic led education institutions to move all face-to-face (F2F) courses online. The situation is unique in that teachers and students can make a direct comparison of their courses before (F2F) and after COVID-19 (online). This study aims to analyze teachers’ viewpoints for this unprecedented change.Design/methodology/approachThe study followed a mixed-method approach within an ex post facto survey research design. Research tools were distributed among 200 Indian secondary school teachers following a heterogeneous purposive sampling technique. As the study was conducted during the pandemic backdrop researchers used Google forms and telephonic interviews to collect data.FindingsTeachers viewed positively to this shift from F2F to online teaching-learning (OTL). They were found to have an overall moderate level of online teaching efficacy and where good efficacy prevails there found minimal concern for infrastructure, an attitude showing least concern for “what is not” and more concerned with “what they can do with what is having.” A statistically significant effect of teacher efficacy was found on their perception of OTL infrastructure that supports this strong conviction among few teachers. Statistical analysis revealed for every 1 standard unit increase in self-efficacy, the perceived OTL infrastructure was to be increased by 0.997 standard units which support the strong correlation between the two chosen cognitive variables (r = 0.8). Besides, teachers were not found as a homogeneous group concerning their reported readiness for online teaching yet, different subgroups of teachers exist which may require different approaches for support and counseling.Originality/valueThe paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. An exclusive analysis of teachers’ views of their efficacy and perceived OTL infrastructure. At the same time, path-breaking in analyzing the chemistry between the two variables which will help improving apposite culture, practice and understanding of the digital pedagogy securing quality OTL in the long run.
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