The Impact of Self-Efficacy on Feelings and Task Performance of Academic and Teaching Staff in Bahrain during COVID-19: Analysis by SEM and ANN

Abstract

COVID-19 has changed the way we live, communicate and work, as well as altering our feelings. The higher education sector, alongside other sectors, has been severely affected by the pandemic and its serious repercussions. Academic and teaching staff have had to work from home and convert to online teaching, a change which has been met with both negative and positive feelings. The need for new competencies and upskilling, among other challenges, has been encountered. Therefore, the objectives of this study are aligned with exploring the impact of three constructs—self-efficacy, positive feelings and negative feelings—on the performance of academic and teaching staff at public and private universities in Bahrain during the COVID-19 lockdown. Additionally, the impact of self-efficacy on these feelings was explored. A cross-sectional quantitative survey instrument was developed, validated and distributed using 83 valid responses. A two-way approach was followed to evaluate the model using the partial least squares (PLS-SEM) and multi-layer perceptron-artificial neural network (MLP-ANN) techniques. Tests support the validity, reliability and consistency of the measurement scale, as well as the validity of the postulated model. The results revealed a statistically significant relationship between the three constructs and performance. Interestingly, attention is drawn to the impact of self-efficacy on increasing positive feelings and task performance. The impact of self-efficacy on reducing negative feelings is also evident. Analyses of PLS-SEM augmented by MLP-ANN enhanced our understanding of the relationships and gave more support to the use of dual approach analyses in future research. This research adds to COVID-19 global research and the findings increase the knowledge within the literature. The implications of the study’s outcomes should be given attention from higher education authorities and management to raise staff morale and offer training to help sustain performance and mental wellbeing. Lasty, limitations and future directions are discussed.

Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

“…Among those relevant to the present study is the King Hamad Schools of the Future project, which is based on connecting schools to the Internet, introducing technology in the schools, such as smart boards, training teachers in information technology (IT), and providing educational technology specialists for each school (AlKoofi, 2016). During COVID-19, the Ministry of Education in Bahrain took precautionary measures to limit the effect of the pandemic, including switching from physical to online learning by using digital applications in education, such as MS Teams, Zoom, and ClassDojo (Al-Rawi et al, 2021; Taufiq-Hail et al, 2021). A full listing of the items used in the survey can be found in Appendix B.…”

Influence of quality of work life on psychological capital of organizational leaders using artificial neural networks: a study on learning in hybrid workplace

“…For example, while the hybrid workplace can provide greater flexibility and work–life balance, it can also lead to feelings of isolation and reduced social integration (Babapour Chafi, Hultberg, & Bozic Yams, 2022; Mulki, Bardhi, Lassk, & Nanavaty-Dahl, 2009; Orel, 2019; Wilkinson, Collins, & Antoniadou, 2022). Additionally, the hybrid workplace can impact an individual’s sense of self-efficacy, particularly if they are less familiar with the technology and tools required for remote work (Donati, Viola, Toscano, & Zappalà, 2021; Kondratowicz, Godlewska-Werner, Połomski, & Khosla, 2022; Taufiq-Hail, Sarea, & Hawaldar, 2021).…”

The effect of smartphone dependence on learning burnout among undergraduates: the mediating effect of academic adaptability and the moderating effect of self-efficacy

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