This quantitative study aims to examine the relationship between EFL teachers' professional development (PD) and their self-efficacy in online education during the COVID-19 pandemic. The participants of this study were 80 English as a foreign language (EFL) teachers selected via convenience sampling who were teaching online in different schools in…

The COVID-19 pandemic has led to the temporary closure of schools around the world. Due to the sudden and complete transition to online instruction, teachers were faced with various challenges. The assessment of student performance is one of the integrative segments of remote teaching. Therefore, the aim of this study was to examine the…

The purpose of this quantitative study was to examine the variance of teacher self-efficacy between novice teachers and career-switching teachers in a local school district during the COVID-19 pandemic. More specifically, the study focused on the variation between teachers who are starting a career for the first time, and teachers who are entering…

This study aimed to explore teacher self-efficacy after a year of teaching during the COVID-19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self-efficacy during COVID-19. The current study included 316 participants from the United States who completed the Teacher Self-Efficacy Scale. The…

The purpose of this quantitative correlational predictive study was to determine if and to what extent the dimensions of organizational commitment (affective, continuance, and normative commitment) predicted teacher efficacy among K-8 teachers from an urban school district in the Southwest region of the United States. Bandura's Social Cognitive…

The purpose of this study was to investigate how elementary teachers rate their level of self-efficacy and to examine the characteristics of school leaders influencing teacher self-efficacy, including when teachers worked from home during the COVID-19 school shutdown. On the Teachers' Sense of Efficacy Scale (TSES), all 287 participating teachers…

The purpose of this study was to explore how the new teaching approaches and requirements because of COVID-19 impacted elementary teachers' self-efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self-Efficacy Scale (TSES)…

Due to COVID-19, many school systems and teachers were required to use a new platform for instructional delivery. The purpose of this qualitative case study was to explore the experiences of six veteran teachers who have implemented blended learning in their classrooms within the past three years in one rural Oklahoma school district. Purposeful…

This study evaluated the stress experienced by teachers as a result of the shutdown of schools in March 2020 due to the coronavirus pandemic and the shift to digital teaching. A five-item scale, the Coronavirus Questionnaire (CQ), was created to capture the stress caused specifically by the changes schools had to make as a result of the…

The global pandemic of COVID-19 has forced many learning institutions to close or switch to remote learning as a preventative measure to reduce the spread of the virus. The greatest challenge was with practical courses where preservice teachers had to promptly acquire technological skills and online teaching pedagogies as part of their virtual…

This exploratory study employed mixed-methods to investigate outcomes associated with an online self-determination theory (SDT) based teacher professional development (PD) intervention, and explored teachers' perspectives about re-engaging students following COVID-19. Participants were 33 secondary school teachers from across England and Wales.…