TEACHER SELF- EFFICACY IN EMERGENCY ONLINE TEACHING - A CASE OF QATARI GOVERNMENTAL SCHOOLS

Abstract

This study investigates primary school teachers' self-efficacy beliefs in online teaching during the pandemic. It also intends to highlight if there are significant differences in the level of self-efficacy according to various demographics. Data was collected from primary school teachers in Qatar government schools using a web-based survey, which assessed self-efficacy in three domains: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were inserted at the end of the survey to evaluate teachers' challenges and coping strategies and the required and received support. A total of 514 teachers responded and completed the survey voluntarily. The results indicated that primary school teachers positively reported their self-efficacy beliefs in online teaching. Additionally, the T-test and the ANOVA analysis revealed significant differences between primary teachers' self-efficacy level and years of experience in the three domains. However, no significant differences were found between self-efficacy levels, gender, and age in any domain.