Teacher Efficacy for Online Teaching During the COVID-19 Pandemic - A journal of educational research and practice 2021 Vol. 30 (1) 95-116

Oct 15, 2026

Uploaded by Mary Man

This study examines secondary teachers’ self-efficacy for fully online teaching during the sudden transition triggered by the COVID-19 pandemic. It investigates how variables such as teaching experience, professional development (PD) experience, and available teaching supports relate to self-efficacy across student engagement, instructional strategies, classroom management, and computer skills. A 32-item web-based survey was administered to Ontario secondary teachers in a Catholic district school board in southern Ontario. Online efficacy scores align with prior online AQ courses and PD, with the highest scores tied to using a board-provided LMS and virtual technology supports.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Review of Relevant Literature

Self-Efficacy and Technology Use

Teacher Efficacy for Online Teaching During the COVID-19 Pandemic A journal of educational research and practice 2021 Vol. 30 (1) 95-116 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Tim Dolighan * and Michael Owen Brock University Abstract This study examines secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching due to the COVID-19 pandemic. The study sought to identify how specific variables, teaching experience, professional development (PD) experience, and teaching supports correlate with the self-efficacy perceptions of teachers transitioning to online teaching during a pandemic. More specifically, we examined self-efficacy perceptions of teachers in the domains of student engagement , instructional strategies, classroom management, and computer skills. The instrument used to measure teacher efficacy for online teaching was a 32-item, web-based survey that was given to Ontario secondary teachers in a southern Ontario Catholic district school board. We argue that prior experience with online learning such as additional qualification (AQ) courses or online PD would build greater self-efficacy amongst teachers as they transition to online learning. The results indicate that higher online teaching efficacy scores correlated with having taken online AQ courses and online PD sessions. The highest online teaching efficacy scores correlated with having previously used a board-provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments. Keywords: online teaching , self-efficacy , COVID-19 pandemic , professional development * [tim.dolighan@brocku.ca](tim.dolighan@brocku.ca) The challenge of doing something new usually is accompanied by apprehension and fragile confidence. Having to suddenly transition to a new teaching and learning environment, as is the case for teachers across Ontario and the world, is daunting. Online or virtual teaching and computer-based instruction are substantially different from face-to-face practice and require different teacher training and preparation (Barbour & Unger, 2014) . This study is Phase 1 of a two-phase mixed methods approach (Creswell et al. , 2011; Northcote et al. , 2015) identifying supports for teachers that build efficacy for online teaching. Supporting teachers in an emergency transition to online teaching has to recognize the need to support teachers’ mental health and well-being by examining the impact of occupational stress on self-efficacy (Panisoara et al. , 2020) . This study, first, aims to measure teacher self-efficacy in the early stages of transitioning to fully online environments in the spring of 2020 in the hopes of better understanding what support and training secondary teachers will need to effectively make that transition and for ongoing professional learning and training going forward in the context of the COVID-19 pandemic and the lasting effects on education. Review of Relevant Literature Self-Efficacy and Technology Use In their review of the literature of teacher self-efficacy in online education, Corry and Stella (2018) indicate that researchers agree that online and face-to-face education have different contexts and warrant examining teacher self-efficacy for online education. Much of the teacher self-efficacy measurement instruments used in online education research were based on scales that were internally validated for teachers in a face-to-face context. Most instruments were originally designed to measure pedagogical knowledge or content-specific pedagogy and few include the extensive use of technology in instruction. Research suggests there is a link between technology use in the classroom and teacher se

FAQs

What does the study focus on regarding online teaching?

The study focuses on secondary teachers’ self-efficacy in a fully online teaching environment during the sudden shift caused by the COVID-19 pandemic.

How is teacher efficacy for online teaching measured?

Teacher efficacy for online teaching is measured using a 32-item, web-based survey administered to Ontario secondary teachers.

Which factors are associated with higher online teaching efficacy scores?

Higher efficacy scores correlate with having taken online AQ courses and online PD sessions, and the highest scores correlate with prior use of a board-provided LMS and virtual technology supports.

Oct 15, 2026

Uploaded by Mary Man