Teachers’ Self-Efficacy during the Covid-19 Pandemic in Greece
The Role of Risk Perception and Teachers’ Relationship with Technology
Bibliographic Data
| ID | 22044239 |
|---|---|
| Authors | Eleni Andreou (0000-0002-5692-9017, University of Thessaly, corresponding author), Christina Roussi‐Vergou (0000-0002-2376-8982, University of Thessaly), Stella Tsermentseli (0000-0003-3622-0171, University of Thessaly), Laura Menabò (0000-0003-0741-1163, University of Bologna), Annalisa Guarini (0000-0002-3739-2162, University of Bologna) |
| Year | 2022 |
| Volume | 12 |
| Issue | 9 |
| Pages | 600 |
| Publication date | 2022-09-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12090600 |
| OpenAlex | W4294832919 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face and distant learning environments amid the COVID-19 pandemic. It also aimed to explore the impact of teachers’ relationship with technology and COVID-19 risk perception on their TSE. The sample was composed of 290 pre-service and in-service teachers from Greece who completed an online self-report survey. Results showed that pre-service teachers reported higher levels of TSE than in-service teachers, especially in distance learning environments. COVID-19 risk perception was not a significant predictor of TSE. By contrast, higher scores in self-assessed skills of the pedagogical applications of technology predicted TSE in both instructional settings. The present findings confirm the importance of promoting technological skills to enhance the self-efficacy of schoolteachers in both traditional and virtual instructional settings, regardless of the crisis due to the COVID-19 pandemic
Distance education · Globe · Mathematics education · Medical education · Pandemic · Pedagogy · Perception · Risk perception · Self-efficacy · COVID-19 and Mental Health · Impact of Technology on Adolescents · Medicine · Psychology · Social Psychology · Technostress in Professional Settings
Gender differences in anxiety disorders
Teacher self-efficacy profiles
Covid-19 and schooling
Modelling technology acceptance in education
Covid-19
Contextual supports and barriers to career choice
Goal structures and teachers' sense of efficacy
Effects on teachers' self-efficacy and job satisfaction
Fear of Covid-19 and general self-efficacy among Turkish teachers
Returning to teaching during Covid‐19
Education and the Covid-19 pandemic
Factors influencing teachers’ intention to use technology
The digital divide
Personal Values, Beliefs, and Ecological Risk Perception
Teaching in Times of the Covid-19 Pandemic
Changes in teacher efficacy during the early years of teaching
Teaching during a Pandemic
Teacher efficacy
Contextual Effects on the Self-perceived Efficacy of High School Teachers
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |