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 |
| _version_ | 1797678973473259520 |
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| author | Jingjing Dong Yijin Zhang Kang Ma |
| author_facet | Jingjing Dong Yijin Zhang Kang Ma |
| author_sort | Jingjing Dong |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T23:07:37Z |
| format | Article |
| id | doaj.art-9cb7d5316a6d4b269d828262f4823878 |
| institution | Directory Open Access Journal |
| issn | 1553-4510 1553-4529 |
| language | English |
| last_indexed | 2024-03-11T23:07:37Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Social Influence |
| spelling | doaj.art-9cb7d5316a6d4b269d828262f48238782023-09-21T12:43:12ZengTaylor & Francis GroupSocial Influence1553-45101553-45292023-12-0118110.1080/15534510.2023.21878812187881Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration qualityJingjing Dong0Yijin Zhang1Kang Ma2School of Education at Yancheng Teachers UniversityFaculty of Science at Chongqing University of Posts and TelecommunicationsSchool of Education at Yancheng Teachers UniversityTeacher 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.http://dx.doi.org/10.1080/15534510.2023.2187881teacher self-efficacyhigher educationadaptabilityonline teaching |
| spellingShingle | Jingjing Dong Yijin Zhang Kang Ma Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality Social Influence teacher self-efficacy higher education adaptability online teaching |
| title | Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality |
| title_full | Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality |
| title_fullStr | Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality |
| title_full_unstemmed | Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality |
| title_short | Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality |
| title_sort | online teaching self efficacy of chinese university teachers amidst covid 19 its changes and the moderation of adaptability and administration quality |
| topic | teacher self-efficacy higher education adaptability online teaching |
| url | http://dx.doi.org/10.1080/15534510.2023.2187881 |
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