Investigation of factors affecting perceived teacher efficiency during compulsory digital education (Part 2) The relationship of self-efficacy with personal characteristics and certain factors of teachers’ work
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Published:
Nov 2, 2020
Keywords:
COVID-19, coronavirus pandemic, teacher self-efficacy digital education, subjects, digital competence
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Abstract
The pandemic has created a critical situation in public education as well. In the spring of 2020, teachers had only days to transit to the digital form of education. The success of adapting to the new situation depended on a number of factors. In our previous study, we presented the characteristics of teacher self-efficacy during this period (Author et al, 2020). In the present study, we focus on the factors that influenced how much educators felt effective. In our online survey, 769 educators participated from all over the country (MAge = 46,3 years, SD = 9,39). We examined the relationship between self-efficacy and relative self-efficacy with some demographic and work-related characteristics. Our results showed that the educators’ age and experience were not associated with the efficiency-experience. However, those who had to homeschool their own school-age children worked an average of two hours more per day. The subject taught in the largest number of hours did not affect the efficiency-experience, but previous experience in using digital tools clearly improved teachers’ experience of efficiency. Surprisingly, teachers of 1-4. class reported highest, and teachers of 9-13. class the lowest self-efficacy. Our research has shown that the self-efficacy of educators depended on the combined effect of many factors in the period of digital education, and the picture cannot be considered uniform at all.
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Jagodics, B., Kóródi, K., & Szabó, Éva. (2020). Investigation of factors affecting perceived teacher efficiency during compulsory digital education (Part 2): The relationship of self-efficacy with personal characteristics and certain factors of teachers’ work. Iskolakultúra, 30(11), 24–43. https://doi.org/10.14232/ISKKULT.2020.11.24
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References
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Rosenthal, D., Moore, S., & Flynn, I. (1991). Adolescent self-efficacy, self-esteem and sexual risk-taking. Journal of Community & Applied Social Psychology, 1(2), 77–88. https://doi.org/10.1002/casp.2450010203
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Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty in thirty-six colleges. Online Learning, 11(2). https://doi.org/10.24059/olj.v11i2.1728
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Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Tari Annamária. (2011). Z generáció: Klinikai pszichológiai jelenségek és társadalom-lélektani szempontok az információs korban. Tericum.
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277–293. https://doi.org/10.1037/a0020952
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students. Journal of College Student Development, 50(3), 337–346. https://doi.org/10.1353/csd.0.0073
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191.
Besser, A., Lotem, S., & Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. Journal of Voice, S0892199720301909. https://doi.org/10.1016/j.jvoice.2020.05.028
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001
Cassidy, S., & Eachus, P. (2002). Developing the Computer User Self-Efficacy (Cuse) Scale: Investigating the Relationship between Computer Self-Efficacy, Gender and Experience with Computers. Journal of Educational Computing Research, 26(2), 133–153. https://doi.org/10.2190/JGJR-0KVL-HRF7-GCNV
Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458. https://doi.org/10.1016/S0742-051X(96)00045-5
Harun, Ş. (2017). Emotional intelligence and self-esteem as predictors of teacher self-efficacy. Educational Research and Reviews, 12(22), 1107–1111. https://doi.org/10.5897/ERR2017.3385
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Joseph, R. P., Royse, K. E., Benitez, T. J., & Pekmezi, D. W. (2014). Physical activity and quality of life among university students: Exploring self-efficacy, self-esteem, and affect as potential mediators. Quality of Life Research, 23(2), 659–667. https://doi.org/10.1007/s11136-013-0492-8
Kopp, M. S., Schwarzer, R., & Jerusalem, M. (1995). Hungarian Adaptation of the General Self-Efficacy Scale. http://userpage.fu-berlin.de/~health/hungar.htm
Leahy-Warren, P., McCarthy, G., & Corcoran, P. (2012). First-time mothers: Social support, maternal parental self-efficacy and postnatal depression: First-time mothers. Journal of Clinical Nursing, 21(3–4), 388–397. https://doi.org/10.1111/j.1365-2702.2011.03701.x
Liu, S., Kim, K. J., Bonk, C. J., & Magjuka, R. (2007). What do online MBA professors have to say about online teaching? Online Journal of Distance Learning Administration, 10(2). http://www.westga. edu/~distance/ojdla/summer102/liu102.htm
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
Molnár, A., & Péter-Szarka, S. (2017). A serdülők iskolai énhatékonyságának, aspirációinak és az iskola teljesítményének vizsgálata a célorientációs elmélet tükrében. Iskolakultúra, 27(1–12), 19–33. https://doi.org/10.17543/ISKKULT.2017.1-12.19
Nótin, Á. (2015). Iskolai szorongásformák meg‑jelenése középiskolás tanulóknál. Doktori disszertáció. Debreceni Egyetem, Debrecen. Doktori disszertáció. Debreceni Egyetem, Debrecen.
Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340. https://doi.org/10.1007/s10964-018-0952-0
Perera, H. N., & John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61, 101842. https://doi.org/10.1016/j.cedpsych.2020.101842
Rosenthal, D., Moore, S., & Flynn, I. (1991). Adolescent self-efficacy, self-esteem and sexual risk-taking. Journal of Community & Applied Social Psychology, 1(2), 77–88. https://doi.org/10.1002/casp.2450010203
Rózsa, S., Réthelyi, J., Stauder, A., Susánszky, É., Mészáros, E., Skrabski, Á., & Kopp, M. (2003). A HUNGAROSTUDY 2002 országos reprezentatív felmérés általános módszertana és a felhasznált teszt-battéria pszichometriai jellemzői. Psychiatria Hungarica, 18(2), 83-94.
Salavecz, G., Neculai, K., & Jakab, E. (2006). A munkahelyi stressz és az énhatékonyság szerepe a pedagógusok mentális egészségének alakulásában. Mentálhigiéné És Pszichoszomatika, 7(2), 95–109. https://doi.org/10.1556/Mental.7.2006.2.2
Samuels, P. (2016). Advice on Exploratory Factor Analysis. https://doi.org/10.13140/RG.2.1.5013.9766
Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty in thirty-six colleges. Online Learning, 11(2). https://doi.org/10.24059/olj.v11i2.1728
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02.PR0.114k14w0
Tari Annamária. (2011). Z generáció: Klinikai pszichológiai jelenségek és társadalom-lélektani szempontok az információs korban. Tericum.
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96(2), 277–293. https://doi.org/10.1037/a0020952
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students. Journal of College Student Development, 50(3), 337–346. https://doi.org/10.1353/csd.0.0073
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016