Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020

Abstract

ABSTRACT The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.