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Teacher self-efficacy is treated as a key predictor of teaching practice and student outcomes. Educators in Ontario, Canada, across public, private, and virtual public school contexts, completed the Ohio State Teacher Efficacy Scale (OSTES) and related questionnaires in May–June 2020 (phase 1) and May–June 2021 (phase 2). 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Teacher self-efficacy is a significant predictor of both teacher practice and student outcomes. During the pandemic, teachers were forced to suddenly shift their teaching online and as a result, many new challenges were faced. Teachers from three teaching contexts (public, private, and virtual public schools) in Ontario, Canada completed the Ohio State Teacher Efficacy Scale (OSTES) and questionnaires measuring online teaching experience and training in May–June 2020 (phase 1) and again one year later, in May–June 2021 (phase 2) . Results indicated that while the perceived self-efficacy of teachers improved over the course of the study, specifically in classroom management and student engagement, their perceived self-efficacy did not reach the levels reported for self-efficacy for in-person teaching, highlighting the persisting limitations educators experience in online learning environments. Additionally, efficacy for instructional strategies had not significantly increased by phase 2, indicating a particular need of targeted instruction for future teacher education programs. These results offer insights into the kind of experience and tools teacher education programs can extend to enhance teacher preparedness, and the conditions that best encourage improvements in self-efficacy for in-service teachers.  \nKeywords: COVID-19, online teaching, professional development, teaching efficacy  \nRésumé  \nCette étude quantitative s’est intéressée à l’auto-efficacité des enseignants relativement à l’enseignementen ligne par rapport à l’enseignement en personne pendant la pandémie de COVID-19. L’auto-efficacité est un facteur déterminant de la pratique de l’enseignant et des résultats observés chez les élèves. Pendant la pandémie,  \nCJLT/RCAT Vol. 50 (4)  \nles enseignants ont été contraints de passer subitement à l ’enseignement en ligne et ont par conséquent dû surmonter de nombreux nouveaux obstacles. Des enseignants appartenant à trois environnements d’enseignement (écoles publiques, privées et publiques virtuelles) en Ontario, au Canada, ont répondu au questionnaire Ohio State Teacher Efficacy Scale (OSTES) ainsi qu’à d’autres questionnaires permettant d’évaluer l’expérience et la formation en matière d’enseignement en ligne en mai-juin 2020 (phase 1), puis un an plus tard, en mai-juin 2021 (phase 2) . Les résultats indiquent que si l’auto-efficacité perçue des enseignants s’est améliorée au cours del’étude, notamment en ce qui concerne la gestion de la classe et la participation des élèves, elle n’a pas atteint les niveaux constatés dans le cas de l’enseignement en personne. Ces données mettent en évidence le fait que les éducateurs sont toujours confrontés à des difficultés dans le cadre de l’enseignement en ligne. Par ailleurs, l’efficacité des stratégies d’enseignement n’avait pas augmenté de manière significative lors de la phase 2, ce qui laisse à penser que les programmes de formation des enseignants devront mettre en place un apprentissage à cet effet. Ces résultats donnent un aperçu du type d’expérience et d’outils que les programmes de formation desenseignants pourraient offrir pour améliorer la préparation des enseignants, et des conditions qui favorisent le plus l’amélioration de l’auto-efficacité des enseignants en exercice.  \nMots-clés : COVID-19, ","cbCairBRJlGiednD","https://ap.wps.com/l/cbCairBRJlGiednD","pdf",430468,22,"English","# Abstract\n# Introduction\n## Teacher efficacy and prior research\n## Online vs. in-person teaching challenges","[{\"question\":\"What does the study measure about teachers during COVID-19?\",\"answer\":\"It measures teachers’ self-efficacy for online teaching compared with in-person teaching, using OSTES and questionnaires about online training and experience.\"},{\"question\":\"How were the data collected and compared across time?\",\"answer\":\"Ontario teachers completed measures in May–June 2020 (phase 1) and again in May–June 2021 (phase 2), allowing comparison of perceived changes over time.\"},{\"question\":\"What were the key findings about self-efficacy for online teaching?\",\"answer\":\"Teachers’ perceived self-efficacy improved during the study, particularly in classroom management and student engagement, but did not reach the levels reported for in-person teaching, and instructional strategies did not significantly increase by phase 2.\"}]","Online Teaching During COVID-19 - An Analysis of Changing Self-Efficacy Beliefs | PDF",1792086960,55]