Teachers’ sense of efficacy during a time of crisis

J Code, K Forde, R Moylan, R Ralph: Teachers' sense of efficacy during a time of crisis. In: Manuscript under review, Forthcoming.

Abstract

Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs.

BibTeX (Download)

@article{Code2022,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and K Forde and R Moylan and R Ralph},
doi = {https://doi.org/10.35542/osf.io/tdg75},
year  = {2022},
date = {2022-07-12},
urldate = {2022-07-12},
journal = {Manuscript under review},
abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practicing TE teachers and teacher candidates (TC) pre/post a forced switch to emergency remote teaching (ERT). In study 1, the effect of the switch to ERT had a significantly negative effect on TE teachers (N = 42; d = 1.77). In study 2, TE TCs (N = 16) were similarly affected (d = 1.16). Results of a two-way mixed ANOVA demonstrate that ERT had a greater negative impact on TE teachers’ TSE for student engagement (partial eta squared = .11) and classroom management (partial eta squared = .19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research demonstrates that experienced teachers were at a greater loss due to the pandemic than TCs. },
keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},
pubstate = {forthcoming},
tppubtype = {article}
}

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