Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction
Éva Szabó
,
Kitti Kóródi
,
Erzsébet Szél
,
Balázs Jagodics
Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challeng.
- Pub. date: January 15, 2021
- Pages: 151-162
- 883 Downloads
- 603 Views
- 5 Citations
Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.
Keywords: COVID-19 pandemic, job satisfaction, online teaching, self-efficacy, workload.
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