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Survey results from 699 educators across multiple grade levels and nine U.S. states show higher self-efficacy when teachers had internal control, but lower efficacy related to parental support, student motivation, and access to adequate technology. Findings also highlight reduced personal connection with students, and propose recommendations for educator preparation and policy to support professional learning and collaboration, addressing digital 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is the focus of the study about teacher self-efficacy?","Question",{"text":62,"@type":63},"The study examines how the early-2020 shift to full online instruction affected teachers’ perceived efficacy and their experiences making that change.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did teachers’ self-efficacy differ depending on control over factors?",{"text":67,"@type":63},"Teachers reported greater efficacy for areas where they had internal locus of control, such as curriculum delivery and their technology skills, while reporting much less efficacy for factors with less control, including parental support, student motivation, and technology access.",{"name":69,"@type":60,"acceptedAnswer":70},"What recommendations does the paper discuss based on the findings?",{"text":71,"@type":63},"It recommends that education preparation programs and policy support sufficient professional learning opportunities, foster teacher collaboration, and help districts build internal 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M. McKenzie±  \nTo examine the effects of the sudden shift to online instruction due to the COVID-19 pandemic in the early months of 2020, we sought to get a firsthand understanding of the experiences of teachers who were required to make the change to full online teaching. Teaching online requires technological knowledge, but it also requires a different pedagogy in order to keep students engaged and motivated to learn. Many educators indicated that this was a significant challenge. Our goal was to illuminate teachers’ experiences in order to include their voices in changes to educator preparation programs. A total of 699 complete survey responses were received representing educators in several grade levels working in nine states in the United States. Qualitative analysis revealed that many responses were related to extant research on teachers’ selfefficacy. Thus, this paper will shed light on the experiences of educators during the first semester of 2020 including the months of January through April, and teachers’ perceived efficacy. We find that teachers felt more efficacious regarding aspects of online teaching over which they felt an internal locus of control, such as delivery of curriculum and their own skill in the use of technology. For items over which they had less control, such as parental support and involvement, student motivation, and student access to adequate technology, teachers indicated much less efficacy. The majority of responses paint a complicated and somewhat dismal picture of the loss of personal connection with their students. Based on these data, recommendations for both education preparation programs, and policy are discussed such as districts and schools must provide sufficient professional learning opportunities and create a culture of collaboration amongst teachers that can assist them in building internal school capacity for good online instruction for their students. The COVID-19 pandemic should be used as an opportunity to evaluate gaps in digital equity and make positive strides to ensure all students, regardless of race, disability, economic background, or geographic location, have full access to quality online education.  \nKeywords: teacher preparation, educator preparation, online teaching, COVID- 19, self-efficacy  \nIntroduction  \nIn the early months of 2020, the globe was faced with a growing coronavirus pandemic named COVID-19. Initial hopes that the pandemic would be contained to a few hot spots were quickly lost and governments around the world had to simultaneously determine how to best combat the virus and maintain some  \n*  \nAssistant Professor, Teacher Education Department, Southern Utah University, USA.±Assistant Professor, Teacher Education Department, Southern Utah University, USA.  \nsemblance of normal life. Schools in the U.S., in particular, were caught squarely in that fraught conversation. As fears ofthe virus increased, so too did voices that schools must remain open. Ultimately, many school districts decided that they must indeed close their doors and shift to an online learning environment. Thus, they engaged in a variety of modalities such as synchronous and asynchronous online delivery of instruction. Many had to navigate this shift over the course of a single weekend. What few anticipated was a 100% online delivery of all curricula to all students in all grade levels. With this extreme change in teaching and learning came many difficulties for which teachers were unprepared and left them feeling less than efficacious in their work. To examine the effects of this shift to online instruction, this study sought to get a firsthand understanding of the experiences of teachers who were required to make the change to full online teaching during the first semester of 2020.  \nThe use of technology in the classroom is not new by any stretch of the imaginatio","cbCaifRo75wwPfM2","https://ap.wps.com/l/cbCaifRo75wwPfM2","pdf",158825,17,"English","# Introduction\n## Background: COVID-19 and the shift to online learning\n## Technology in teacher preparation and classroom use\n## The digital divide and student access","[{\"question\":\"What is the focus of the study about teacher self-efficacy?\",\"answer\":\"The study examines how the early-2020 shift to full online instruction affected teachers’ perceived efficacy and their experiences making that change.\"},{\"question\":\"How did teachers’ self-efficacy differ depending on control over factors?\",\"answer\":\"Teachers reported greater efficacy for areas where they had internal locus of control, such as curriculum delivery and their technology skills, while reporting much less efficacy for factors with less control, including parental support, student motivation, and technology access.\"},{\"question\":\"What recommendations does the paper discuss based on the findings?\",\"answer\":\"It recommends that education preparation programs and policy support sufficient professional learning opportunities, foster teacher collaboration, and help districts build internal capacity for effective online instruction while addressing digital equity gaps.\"}]","Teacher Perceptions of Self-Efficacy in Teaching Online During the COVID-19 Pandemic | PDF",1792076716,43]