Examining the Psychological Role of Self-Efficacy in Teachers' Adaption to Remote Learning during the Covid-19 Pandemic

Abstract

Introduction: This research aimed to investigate the correlation between extended Technology Acceptance Model (TAM) variables and teachers' self-efficacy in distance learning through the Corona Virus Disease 2019 (COVID-19) epidemic. Additionally, researchers listened to teachers as they discussed their impartial opinions in the classroom perceptions on the benefits, drawbacks, and difficulties of coaching remotely during the COVID-19 epidemic.

Method: The expanded TAM model's components and instructors' self-confidence in remote instruction through the COVID-19 epidemic were compared using a survey and a 49-item questionnaire. The parameters in the expanded TAM model and the teacher's self-efficacy were compared using a stepwise technique for multiple regressions. The difficulties, benefits, and drawbacks of remote instruction during the epidemic were thoroughly investigated in three open-ended questions.

Result: Challenges with Internet connectivity, an absence of contact and communication, and issues with student motivation participation were among the qualitative results. The degree of self-efficacy of instructors in utilizing technology to educate, an absence of support and properties for online instruction, and difficulties in energizing and engaging pupils were all disadvantages. Rich materials, differentiation for the instructor, flexibility, and a means to help students when face-to-face education is not available were among the advantages perceived.

Conclusion: Teachers encounter a variety of difficulties and doubts when they deploy remote learning. In this situation of distance learning, self-efficacy is confidence in one's own ability to perform tasks, overcome challenges, and arrive at desired results.