TEACHERS’ SELF-EFFICACY BELIEFS AND OPINIONS ABOUT DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

Year 2021, Volume: 22 Issue: 4, 229 - 253, 01.10.2021

Yasemin Tas Selma Emınoglu Gulsah Atıla Yasemin Yıldız Ummugulsum Bozkurt

https://doi.org/10.17718/tojde.1002868

Cited By: 7

Abstract

This study investigated teaching self-efficacy beliefs and opinions about distance education of teachers in Turkey who switched to distance education during the COVID-19 pandemic. 758 teachers from Turkey completed an online questionnaire comprising demographic information questions, likert type scale items on self-efficacy for distance education, closed-ended questions addressing teachers’ opinions about distance education, and an open-ended question enabling teachers express their experiences with distance education. Data analysis included descriptive statistics, independent samples t-tests, and content analysis. The analysis showed that teachers’ beliefs in their own abilities in fulfilling the requirements of distance education, such as organizing effective learning environments and preparing different evaluation activities were not at a high level. The education they received, the active use of technology before the pandemic period and the type of school they work in have effects on teachers’ self-efficacy towards distance education. The low number of students attending the live classes negatively affected their motivation. Furthermore, teachers thought that current instructional materials on the platform were not sufficient for students to be successful. However, teachers believed that their experiences in distance education during the pandemic increased their efficiency in education. Most participants received sufficient support from the school administration, but not from parents during this period. Students’ lack of computers and/or internet and systemic errors were among the main problems encountered by the teachers regarding the distance education system. In the study, suggestions were made to make distance education more effective.

Keywords

Distance education, teachers’ self-efficacy beliefs, COVID-19 pandemic

References

• Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum based measurement and student achievement. Remedial & Special Education, 27, 141-152.
• Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 1, 1-20.
• Anadolu University (2021). Acikogretim sistemi [Open education system]. Retrieved from https://www. anadolu.edu.tr/acikogretim/acikogretim-sistemi/tarihce