Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19

Pressley, Tim; Ha, Cheyeon

doi:10.1016/j.tate.2021.103465

Cited by 99 publications

(97 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, traditional teacher training isolates each discipline, and teachers lack experience in designing an interdisciplinary curriculum that synthesizes various types of discipline knowledge and implementing integrated curricula in the classroom ( Ryu et al, 2019 ; Wu et al, 2019 ; Cunningham et al, 2020 ). Teachers’ efficacy for designing integrated and interdisciplinary STEM learning has been examined ( DeCoito and Myszkal, 2018 ; Chai, 2019 ; Pressley and Ha, 2021 ). These studies also indicated that teachers’ efficacy for designing STEM learning is associated with their disposition toward designing STEM learning activities and participating in designing STEM activities ( DeCoito and Myszkal, 2018 ; Lin et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Lin

Chai

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers’ efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers’ (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (n = 155) and a subsequent confirmatory factor analysis (CFA) (n = 328) were used to validate the measurement and structural model. Next, a structural equation model (SEM) was employed to examine whether these variables were reliable predictors of teachers’ integrated STEM instruction. The survey was validated with good reliabilities and the structural equation modeling supported most of the hypotheses. Statistically, the results also showed that teachers’ general efficacies for daily teaching and students’ engagement predicted their interdisciplinary communication, epistemic fluency, and TPEK. Teachers’ interdisciplinary communication predicted their epistemic fluency, TPEK, and iSTEM. Teachers’ epistemic fluency also predicted their TPEK and iSTEM. In addition, multi-group analyses were used to test the measurement invariance of the scale and to compare the latent means between the genders and subject matters. The results of the various analyses confirmed that the measurement model appeared to be equivalent across the genders and subject matters examined. Genders and subject matters did not significantly differ in any of the measured variables. The results from this study indicate that teachers’ epistemic fluency and interdisciplinary communication play essential roles in advancing their TPEK and iSTEM. Hence, this study suggests that teacher professional development should focus on enhancing teacher epistemic fluency through interdisciplinary collaboration to support the development of TPEK and iSTEM instruction.

show abstract

Section: Introductionmentioning

confidence: 99%

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Lin

Chai

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Recent research has found that in-service teachers - who typically provide mentorship and induction for first year teachers - have also reported a drop in self-efficacy in the areas of instructional strategies and student engagement ( Pressley & Ha, 2021 ). As such, on-the-job training and mentorship for these first year teachers whose student teaching was interrupted and/or different from their current teaching modality might be provided by teachers who report similar levels of low self-efficacy.…”

Section: Discussionmentioning

confidence: 99%

“…The classrooms teachers entered in Fall 2020 were very different from the norm and recent research suggests that the pandemic had a negative impact on in-service teacher self-efficacy ( Pressley & Ha, 2021 ). Many teachers did not return to in-person teaching, instead instructing students virtually.…”

Section: Introductionmentioning

confidence: 99%

Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

VanLone

Pansé-Barone

Long

2022

International Journal of Educational Research Open

View full text Add to dashboard Cite

The COVID-19 pandemic required many school districts and teacher preparation programs to make major changes to student teaching placements. Preservice students who completed student teaching during the academic year 2019- 2020 are now employed as first year teachers, yet the impact these changes had on teachers’ self-efficacy is not clear. First-year teachers (N=162) responded to a survey which included items from the teachers’ sense of self-efficacy scale (TSES) to understand how teacher self-efficacy differed based on disruptions to student teaching placements and current teaching modality (hybrid, virtual, in-person). Participant responses to quantitative survey items were analyzed using a two-way MANOVA, while a qualitative survey item was analyzed using thematic analysis. Results from the two-way MANOVA show a significant interaction at the p <.05 level between current teaching modality and change in student teaching placement on overall teacher self-efficacy ( p =.003), student engagement ( p =.005), and instructional strategies ( p =.001). Thematic analysis resulted in 11 themes sorted into positive, neutral, or negative impact categories with the greatest number of themes in the negative impact category. Overall, the results add to the knowledge base about the importance of student teaching to teacher self-efficacy. Implications for higher education faculty, policymakers, and school leaders are discussed.

show abstract

“…Teaching self-efficacy (i.e., the belief and confidence to implement good teaching in the classroom; Christophersen et al, 2016 ) and online teaching self-efficacy (i.e., self-efficacy related to technology; Anderson et al, 2011 ; Banas & York, 2014 ) are both crucial in education (Brouwers & Tomic, 2003 ; Henson, 2011 ; Valtonen et al, 2015 ). Since the pandemic, many studies on teaching self-efficacy and online teaching self-efficacy have been conducted among different countries, revealing a general decrease in teachers’ self-efficacy (Cataudella et al, 2021 ; Pellerone, 2021 ; Pressley & Ha, 2021 ; Takunyaci, 2021 ) and a general increase in online teaching self-efficacy. Ma et al ( 2021 ), for example, found an increase in online teaching self-efficacy in Chinese teachers during the COVID-19 pandemic, while Košir et al ( 2020 ) showed that Serbian teachers with high online teaching self-efficacy had positive attitudes towards distance education and experienced less stress in using technologies.…”

Section: Factors Promoting Distance Educationmentioning

confidence: 99%

Distance Education among Italian Teachers: Differences and Experiences

et al. 2022

View full text Add to dashboard Cite

The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers’ insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers’ grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.

show abstract

Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19

Cited by 99 publications

References 36 publications

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

Distance Education among Italian Teachers: Differences and Experiences

Contact Info

Product

Resources

About