The Influences of Change Readiness and Self-Efficacy on Teacher Performance during the COVID-19 Pandemic

Abstract

The Covid-19 epidemic has also had an impact on the work environment for teachers who used to teach in schools but now work from home (WFH) at home. To succeed in these shifting situations, teacher preparation must be improved. Personal preparedness (self-efficacy) is strongly linked to change readiness, which is useful for increasing student learning outcomes. This study intends to investigate the relationship between elementary school teachers' readiness for change and their self-efficacy during the Covid-19 pandemic in Cibitung Regency, as well as the readiness for change in self-efficacy in Cibitung Regency during the Covid-19 pandemic. The study gathered data from 135 people using probability sampling and cluster random sampling procedures, and then analyzed it using SmartPLS 3.0 software and Structural Equation Modeling - Partial Least Squares (SEM PLS). The results revealed that changing intentions had a 60.5 percent effect on teacher performance, self-efficacy had a 22.4 percent influence on teacher performance, and changing intentions had a 60.6 percent effect on self-efficacy. Many schools have stopped receiving quota help from the Ministry of Education and Culture, which has hampered online learning and potentially harmed teacher effectiveness. It is expected that stakeholders, particularly school principals, the Education Office, and the Ministry of Education and Culture, will continue to offer data internet in order to improve education in Cibitung Regency's public elementary schools. single space.

Impact of teachers’ self-efficacy on their work engagement: A case of Vietnam

“…Engaged teachers are enthusiastic about their work, demonstrate elevated levels of commitment and are committed to providing their students with the best possible learning experiences. Generally, work engagement is a positive state that has been linked to various positive effects for both employees and organizations such as increased job satisfaction, higher levels of performance, reduced absenteeism and improved organizational commitment (Fitriasari & Ummah, 2020;Liu & Huang, 2019;Maksum, Purwono, & Hidayatullah, 2022;Salanova, Agut, & Peiró, 2005;Shu, 2022). It is seen as a critical factor in promoting well-being, productivity and overall success in the workplace.…”

“…Researchers and educational officials are increasingly focusing on teachers' engagement since it has a substantial impact on students' accomplishments and is linked to instructors' effectiveness. Therefore, it follows that dedicated teachers are less likely to leave the field (Bakker & Bal, 2010;Maksum et al, 2022).…”

University Teachers’ Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program

“…Over the decades, the readiness for change model has proven to be a useful framework for initiating change [30,33], as it provides the means for analyzing and assessing whether or not change recipients are prepared for the projected change [32,33]. Over the decade, the model has been criticized for its overstress on individual cognition, further work has suggested the importance of including factors involving affection and social interaction pertaining to change attitudes, as they can be differentially related to change behaviors [23,32,34].…”

“…The intrapersonal dimension emphasizes individual cognitive beliefs [22,23,32], and affective attitudes [34]. It includes the extent to which an individual or collective is cognitively and emotionally inclined to acknowledge, accept, and enact a plan that will purposefully alter the status quo [23,32].…”

“…Originating in organizational studies, change readiness can be understood as individual's beliefs regarding the suitability of, support for, and significance of a change [22]. Analyzing in which way individuals are ready for a desired change is essential to enhance confidence of teachers to implement change, in particular in response to emergency and complexity in a pandemic context, and ensure successful change outcomes sustainably [23]. In an HE context, university teachers' efficient learning through their participation in PD is core to support their readiness to change, not only in their own micro settings, but also to influence a larger scope of change.…”