Support From School Faculty During the COVID-19 Pandemic: Can It Increase Teacher Self-Efficacy and Competence and Promote Coping With Online Teaching?

• In Event: Enabling Support Pathways Despite a Pandemic Across the World

Abstract

The COVID pandemic forced teachers to use online teaching, requiring skills and knowledge they had rarely practiced. We examined the effects of school faculty support on self-efficacy, competence, and coping with online teaching among 70 new teachers. Data was collected using closed and open-ended questioners and analyzed using normative and quality-interpretive content analysis. Teachers with higher school support reported a higher sense of self-efficacy and competence, better usage of online teaching, higher motivation and flexibility, adopting new technologies and pedagogy, and teaching that is more successful. The findings suggest that school-faculty support increase self-efficacy and competence, which could promote technology-based teaching, improve TPACK and increase the effectiveness of teaching and learning, with theoretical and practical implications.

Authors

• Becky Leshem, Achva Academic College

• Etty Grobgald, Achva Academic College

• Etty Gilad, Achva Academic College