Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality
Teacher self-efficacy is among the most valued teacher motivational constructs. However, little is known about university teachers’ self-efficacy and even less about changes to it throughout the Covid-19-related online teaching. This study applied a retrospective pre- and post-design to investigate...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
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| Series: | Social Influence |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/15534510.2023.2187881 |
| Summary: | Teacher self-efficacy is among the most valued teacher motivational constructs. However, little is known about university teachers’ self-efficacy and even less about changes to it throughout the Covid-19-related online teaching. This study applied a retrospective pre- and post-design to investigate changes in online teaching self-efficacy (OTSE) during Covid-19. Participants included 160 Chinese university teachers, who reported their OTSE before and after the COVID-19 lockdowns, adaptability and administration quality together with demographic information. The self-efficacy for online instruction failed to increase significantly over this period (β=.21, p = .083), whereas that for online technology applications increased significantly (β=.329, p < .01). Individual adaptability and administration quality significantly moderated the changes in OTSE. The implications and limitations of the study are discussed. |
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| ISSN: | 1553-4510 1553-4529 |