Teacher Sense of Efficacy and Capturing the Initial Transition to Remote Instruction

• Published in: Journal of education (Boston, Mass.) Vol. 204; no. 2; pp. 412 - 426
• Main Authors: Marshall, David T., Shannon, David M., Love, Savanna M., Norris, Lindsay
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-04-2024; Sage Publications Ltd
• Subjects: Classroom management; COVID-19; Distance learning; Online instruction; Teacher attitudes; COVID-19; coronavirus; teachers; self-efficacy; emergency remote teaching
• ISSN: 0022-0574; 2515-5741
• DOI: 10.1177/00220574221138078

Schools abruptly ended face-to-face instruction in March 2020 and transitioned to emergency remote teaching due to the COVID-19 pandemic. We surveyed teachers across the United States between March and April 2020 to understand their experiences during this time in our history (n = 249). Linear regression analysis was used to examine relationships that existed between teacher-level, school-level, and learning modality-related variables and teacher self-efficacy. Teachers in Title 1 schools reported lower levels of efficacy. Elementary teachers, as well as those that initially relied on instructional packets during the transition to remote instruction reported significantly lower levels of efficacy for classroom management.