University Teachers' Perceived Support, Teaching Efficacy, and Well-Being in Emergency Remote Teaching

• In Event: Education During Disruptions: Hope, Stress, and Well-Being Throughout the COVID-19 Pandemic

Abstract

This study explored the characteristics of and relationships between Chinese university teachers’ perceived teaching support, teaching efficacy, and well-being in emergency remote teaching necessitated by the COVID-19 pandemic. Results of an online questionnaire of 836 university teachers in mainland China reported high levels of teaching support (teaching resources, autonomy, and peer support), efficacy (course design, instructional strategy, and classroom management), and well-being (high engagement and low emotional exhaustion). The positive relationships between teaching resources, autonomy, efficacy, and engagement indicated that considerable teaching resources and autonomy may enhance teaching efficacy and engagement. Increased teaching efficacy in course design and classroom management alleviated teacher emotional exhaustion. In addition, teaching efficacy significantly mediated the effects of teaching autonomy on teacher well-being.

Authors

• Chao Gao, Shandong University
  Presenting Author

• Jiying Han, Shandong University
  Non-Presenting Author