The Impact of the COVID-19 on Teachers’ Sense of Efficacy and Their Attitudes Towards Online Learning

Abstract

Teachers’ sense of efficacy has been pinpointed in a rich array of recent studies to determine the teachers’ readiness and success in adapting themselves to online teaching during the abrupt school closure amid the Pandemic. With attempts to ensure the quality of teaching and learning, acknowledgement of teachers’ self-efficacy and attitude towards the new form of education is crucial for school leaders and trainers to provide appropriate training, supportive policies, and changes in curriculum development. By employing the Teachers’ Sense of Efficacy Scale (TSES; M. Tschannen-Moran & A. Woolfolk-Hoy, 2001) and Test of e- Learning Related Attitudes scale (TeLRA; DH Kisanga and G. Ireson, 2016) followed by semi-structured interviews, this paper unravels the practices of teaching during the Covid-19 from the perspective of language teachers (N = 109) in Vietnam from different levels and educational sectors. Results from this study reveal that scores for efficacies in student engagement and classroom management are low. In comparison to the mean score from the TeLRA scale, 45% of the teachers held a negative attitude towards teaching online. During the interviews, they reflected that their preference for online teaching was due to remote work's convenience, not its effectiveness. Further directions for research and recommendations to ensure the prevalence of online learning are also discussed.



Author Information
Nguyen Hanh Ly, Yola Education Joint Stock Company, Vietnam

Paper Information
Conference: PCE2022
Stream: Teaching Experiences

This paper is part of the PCE2022 Conference Proceedings (View)
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To cite this article:
Ly N. (2022) The Impact of the COVID-19 on Teachers’ Sense of Efficacy and Their Attitudes Towards Online Learning ISSN: 2758-0962 The Paris Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2022.15
To link to this article: https://doi.org/10.22492/issn.2758-0962.2022.15


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