Pressley Tim, Ha Cheyeon
Christopher Newport University, USA.
Teach Teach Educ. 2021 Oct;106:103465. doi: 10.1016/j.tate.2021.103465. Epub 2021 Jul 20.
The COVID-19 pandemic had significant implications on schools during 2020, with districts moving to all virtual instruction during the spring and facing the debate of how to return safely to school in the fall. With these decisions, teachers, schools, and districts faced many challenges when providing face-to-face, hybrid, and virtual teaching. The purpose of this study was to explore how the new teaching approaches and requirements have impacted teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 361 participants from across the United States who completed the Teacher Sense of Efficacy Scale (TSES) subsections of instruction and engagement. The results found the average teacher self-efficacy scores for both instruction and engagement were lower than TSES scores of instruction and engagement in previous studies. The results also indicated teachers who are teaching virtually had the lowest efficacy scores compared to teachers teaching in a hybrid or all in-person model. However, the results suggested no difference in efficacy score based on years of teaching experience, teacher location, previous accolades, or instruction level.
2020年，新冠疫情对学校产生了重大影响，各学区在春季转向全虚拟教学，并面临秋季如何安全返校的争论。基于这些决策，教师、学校和学区在提供面对面、混合式和虚拟教学时面临诸多挑战。本研究的目的是探讨新的教学方法和要求如何影响教师的自我效能感，特别是教学效能感和参与效能感。本研究纳入了来自美国各地的361名参与者，他们完成了教师效能感量表（TSES）中教学和参与部分的测试。结果发现，教学效能感和参与效能感的教师自我效能感平均得分均低于以往研究中的TSES教学和参与得分。结果还表明，与采用混合式或全面对面教学模式的教师相比，进行虚拟教学的教师效能感得分最低。然而，结果表明，基于教学年限、教师所在地、以往荣誉或教学水平，效能感得分没有差异。
