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ERIC Number: EJ1289256
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1183-1189
Teacher Efficacy for Online Teaching during the COVID-19 Pandemic
Dolighan, Tim; Owen, Michael
Brock Education: A Journal of Educational Research and Practice, v30 n1 p95-116 2021
This study examines secondary teachers' efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic. The study sought to identify how specific variables, teaching experience, professional development (PD) experience, and teaching supports correlate with the self-efficacy perceptions of teachers transitioning to online teaching during a pandemic. More specifically, we examined self-efficacy perceptions of teachers in the domains of student engagement, instructional strategies, classroom management, and computer skills. The instrument used to measure teacher efficacy for online teaching was a 32-item, web-based survey that was given to Ontario secondary teachers in a southern Ontario Catholic district school board. We argue that prior experience with online learning such as additional qualification (AQ) courses or online PD would build greater self-efficacy amongst teachers as they transition to online learning. The results indicate that higher online teaching efficacy scores correlated with having taken online AQ courses and online PD sessions. The highest online teaching efficacy scores correlated with having previously used a board-provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments.
Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A