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AuthorAllouh, Amani M.
AuthorQadhi, Saba M.
AuthorHasan, Mahmood A.
AuthorDu, Xiangyun
Available date2023-04-02T06:56:35Z
Publication Date2021-11-01
Publication NameInternational Journal of Learning, Teaching and Educational Research
Identifierhttp://dx.doi.org/10.26803/IJLTER.20.11.2
CitationAllouh, Amani M., Saba M. Qadhi, Mahmood A. Hasan, and Xiangyun Du. "Teachers’ self-efficacy and online teaching during COVID-19 pandemic in Qatari Governmental Schools." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021).
ISSN1694-2493
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85120852566&origin=inward
URIhttp://hdl.handle.net/10576/41559
AbstractThis study investigated primary school teachers' self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers' self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions' results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.
Languageen
PublisherSociety for Research and Knowledge Management
SubjectCOVID-19 pandemic
Emergency online teaching
Online teaching
Self-efficacy
Teachers' self-efficacy
TitleTeachers' self-efficacy and online teaching during COVID-19 pandemic in qatari governmental schools
TypeArticle
Pagination17-41
Issue Number11
Volume Number20
ESSN1694-2116
dc.accessType Open Access


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