Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators

Navigating Uncertainty: Teachers' Insights on Their Preservice Training and Its Influence on Self-Efficacy during the COVID-19 Pandemic

This quantitative study investigates teachers' perceptions of self-efficacy during the COVID-19 pandemic and explores the correlation between these perceptions and the preservice training they received. The research addresses the cognitive connection between teachers' current self-efficacy, particularly their satisfaction with and appreciation of preservice lecturers. The connection between self-efficacy and "cognitive connection" lies in the intricate interplay of cognitive processes, observational learning, and the formation of beliefs and perceptions. The way individuals cognitively process information, make connections between experiences, and interpret feedback significantly influences their self-efficacy beliefs and behaviors. Utilizing a retrospective lens, the study reveals a significant correlation between teachers' evaluation of their preservice training, especially their appreciation of lecturers, and their present self-efficacy. The findings highlight that teachers, amidst the challenges of the pandemic, evaluated their self-efficacy at a remarkably high level. This underscores their resilience during a period of unprecedented uncertainty demanding substantial personal and professional adaptability. The nuanced interplay observed suggests that teachers' sense of self-efficacy serves as a predictive variable of their mental and professional resilience when confronting uncertainty and navigating rapid and profound changes, as exemplified by the exigencies of the COVID-19 pandemic.

Factors associated with nursing students' online learning self-efficacy: A descriptive cross-sectional study

BACKGROUND

When compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental.

AIM

This descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors.

METHODS

This study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020-2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the "Online Learning Self-Efficacy Scale" was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis.

RESULTS

The mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22-105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance.

DISCUSSION

Some factors related to students studying in different disciplines affect students' self-efficacy in online education.

CONCLUSION

Nursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.

Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study

This qualitative case study examines the self-efficacy of university teachers during the COVID-19 pandemic as they struggle to incorporate new technology, teaching strategies, and curriculum delivery in the shift from total remote learning to biweekly rotation learning--two weeks of face-to-face learning and two weeks online. This study was conducted over one full semester among university teachers teaching undergraduate students with the rotation model at one federal university located in the United Arab Emirates. A case study design was used as a methodology to guide this research with a primary data collection method of semi-structured interviews of 11 teachers corroborated by both in-person and online classroom observations. Participating teachers were from various colleges within the university, including medicine, education, business, law, humanities, and science. The data from the interviews and observations were analyzed using thematic analysis, which yielded the following six themes: (1) continuously changing expectations, (2) mixed feelings regarding technology self-efficacy, (3) loss of learning among undergraduate students, (4) trial and error with teaching strategies, (5) the need to consult with students in the teaching and learning process, and (6) the shift from struggle to resilience. The results of the study indicated that having clearer expectations, proper technology training, and intradepartmental collaboration may help educators overcome the challenges associated with the hybrid rotation model. These results are expounded thoroughly along with relevant implications for robust leadership practices to enhance the quality of teaching and learning during potential future crises.

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap's impact on university students' academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students.

From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

The urgent shift to online distance teaching and learning during the Covid-19 pandemic presented teachers with unique pedagogical, technological, and psychological challenges. The aim of this study was to map the main positive and negative experiences of teachers during this transition, as well as to examine intra- and interpersonal factors that affected teachers' ability to cope effectively with the challenges of online distance teaching. We used a mixed-method approach that combined qualitative (interviews) and quantitative (questionnaires) analyses. The interviews were analyzed using a grounded theory approach, specifically a bottom-up analysis, which led to the identification of five primary categories reflecting teachers' main concerns in online distance teaching (i.e., social, emotional, cognitive, pedagogical, and system support. The two most prominent categories were pedagogy and emotions, illustrating their centrality in teachers' experiences. A regression analysis of the questionnaires' data revealed that the two main variables which predicted both positive and negative experiences in online distance teaching were self-efficacy and teachers' attitudes towards technology integration in teaching. Findings of this study allow formulation of guidelines to promote factors related to positive experiences in online distance teaching.

The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices

During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.

Nudge or not, university teachers have mixed feelings about online teaching

We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample (ntreat = 142, ncontrol = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of edunudges in improving the uptake of online teaching tools.

Challenges for contactless online food delivery services during the COVID-19 pandemic in Taiwan: Moderating effects of perceived government response

The COVID-19 pandemic has affected numerous industries worldwide, altered consumer behavior, and increased demand for contactless online food delivery (OFD) services. COVID-19 information from the government may influence the public's information-seeking behavior regarding OFD services. Thus, exploring the relationship between contactless OFD and consumer perceptions of the government response during the pandemic is essential. This paper probed the effects exerted by three behavioral beliefs, namely health consciousness, self-efficacy, and perceived benefits, on consumers' intention and attitude toward contactless online food delivery (OFD) services. This study explored the moderating impact exerted by perceived government response to the COVID-19 pandemic on the relationship between attitude and intention toward OFD services. The study results indicated that self-efficacy and perceived benefits positively influenced the respondents' attitude toward contactless OFD services. Health consciousness negatively influenced their attitude toward these services. The respondents' attitude toward contactless OFD services to be positively related to their behavioral intention toward such services. Perceived government response to COVID-19 moderated the relationship between respondents' attitude and behavioral intention toward contactless OFD services. Based on the study findings, some suggestions are provided for governments, other relevant agencies, and OFD service providers herein.

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal-Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching-learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when "digital technologies" have become an inevitable and indispensable part of education and learning.

Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools?

COVID-19 changed and challenged education, with schools obliged to adapt to online settings. This study aims to evaluate the impact of a mental health curriculum implemented at schools, considering the implementation settings: online, onsite, and mixed (online and onsite). From kindergarten to high school, 933 students were evaluated by teachers regarding their social and emotional learning, strengths and difficulties, and academic outcomesin two measuring times: pre- and post-test. A qualitative analysis of teachers' adaptations to the online implementation was also conducted. Results revealed a positive impact with both mixed and onsite implementation. However, the mixed format demonstrated significant positive changes between the pre-and post-test, namely in relationship skills, responsible decision-making, internalized problems, and academic achievement. The mixed format with few online activities appears to have a more positive impact on students. Nevertheless, implementing social and emotional skills (SES) activities exclusively online seems to positively affect some SES domains more than onsite and mixed formats. Teachers used synchronous (e.g., digital platforms) and asynchronous (e.g., extra resources) adaptations for the implementation. This study shows that implementing mental health programs at schools, in this case, PROMEHS, is beneficial for students, even amidst the pandemic, and regardless of the implementation settings.

Transformation of Robotics Education in the Era of Covid-19: Challenges and Opportunities

The COVID-19 pandemic has significantly impacted many aspects of our social and professional life. To this end, Higher Education institutions reacted rather vastly to this unpreceded situation although many issues have been reported in the international literature since the emergence of the first global lockdown. As we are now transitioning back to the 'normality', universities and businesses consider the so-called 'blended' or 'hybrid' model as a means of facilitating the transition phase. In view of this decision, several studies can be identified wherein blended learning scenarios are proposed and described. The present work constitutes such an effort. Precisely, while adjusting the lens to the didactic of Robotics courses, we propose a blended learning model via which the laboratory activities are performed without the physical presence of the students in the physical context. The aforementioned objective is attained under the aid of the Virtual Reality technology coupled with the Digital Twin model. We hope that the ideas presented in this manuscript will motivate and inspire more researchers, instructional designers, and educators to consider the adoption of such alternative instructional techniques to mitigate the shortcomings that the remote education setting brings and further to improve the overall learning experience.

K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.

The Influence of Preschool Teachers’ Adaptability on Burnout Through Digital Literacy and Teaching Efficacy During the Covid-19 Pandemic: The Role of the On-line Teaching Experience

Objectives: This study examines the extent to which preschool teachers’ adaptability influences their burnout, focusing on the double mediating effects of digital literacy and teaching efficacy during the COVID-19 pandemic, and whether such effects are influenced by online teaching experiences. It aims to highlight the importance of teachers’ adaptability and digital literacy as protective factors in preventing burnout in situations of crisis or future virtual education environments.Methods: A total of 222 preschool teachers participated in the study and completed online questionnaires on their adaptability, digital literacy, teaching efficacy, burnout, and online teaching experiences during the COVID-19 pandemic. The data were analyzed using SEM and multigroup SEM in Mplus 8.2.Results: Overall, teachers’ adaptability was directly associated with their digital literacy, teaching efficacy, and burnout, and their teaching efficacy was directly associated with their burnout. Further, teachers’ digital literacy was directly associated with teaching efficacy and burnout, especially among teachers who had online teaching experiences during the COVID-19 pandemic. Moreover, teachers’ adaptability influenced burnout through their teaching efficacy, regardless of their online teaching experience. Additionally, the double mediating effects of digital literacy and teaching efficacy on the association between teachers’ adaptability and burnout were significant regardless of their online teaching experience.Conclusion: The results suggest that the efforts to facilitate teachers’ adaptability and digital literacy can be promising targets in their education to promote adaptive readiness for the new digital education model and to prepare for the the future unexpected crises, such as COVID-19.

Forced transition to technology: role of self-efficacy and big five personality variables in the adoption of technology

Purpose

The present study is mainly concerned with investigating the migration to online learning under the coronavirus disease 2019 (COVID-19) pandemic and analysing the adoption of technology in the context of Indian educational organisations. The purpose of the paper is to identify aspects that explain and predict the adoption propensity of new technology by users as a dependent variable, with perceived usefulness (PU) and perceived ease of use (PE) as independent variables and personality and self-efficacy as the moderator variables.

Design/methodology/approach

An online as well as offline survey is collected from N = 202 employees (teachers/faculty) from private (N = 97) and public (N = 105) educational organisations located in India. A conceptual model of technology adoption is developed and validated, measuring the impact of Big Five personality factors and self-efficacy on technology adoption.

Findings

Results of moderation analysis suggest that personality traits moderate the relationship between PU, PE and acceptance of technology (TAP).

Originality/value

The present research uniquely contributes to the limited literature on the role of personality and self-efficacy in adopting technology and the outcomes. Furthermore, the research captures the theoretical and practical understanding of the PU, PE and TAP link in educational organisation and COVID-19 context.

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Compatible with global sustainable development report, 2016 edition, and vision 2030, Saudi Arabia recognized the importance of technology in achieving the Sustainable Development Goals (SDGs). This paper aims to measure the self-perception of digital skills among students in Saudi Arabia's higher education system to understand how they were influenced before and amid the COVID-19 pandemic. In 2019 before the COVID-19 pandemic, we started a project to study the self-perception of digital skills among Saudi Arabia university students (group A). A total of 469 students participated in this research. The validity and reliability of the employed scale were tested with first-order confirmatory factor analysis (CFA). The differences between the two groups (before and amid the pandemic) were tested through the Mann-Whitney U test. The results for group A (N = 232 students) showed a higher self-perception of their digital skills. In March 2020, amid the pandemic, Saudi Arabia closed and shifted to technology-based teaching like many other countries worldwide. After students' return to universities in 2021, an evaluation of how the students perceived their own digital skills was again conducted (group B). The results for group B (N = 237 students) demonstrated a lower level of confidence in their own digital abilities. Comparing two groups (A and B), after the educational course was administered, group A (prior to COVID-19) had greater self-perceptions of digital skills than group B (amid COVID-19). Students' perceptions of their own digital skills have been negatively impacted as a result of the pandemic situation caused by COVID-19. The collected evidence suggests that there is a difference, and that this difference is statistically significant. As a result of the substantial relationship between self-perception of digital skills and how students deal with reality based on their own self-perception, Saudi Arabia higher education ministry shifted teaching methods to be based on technology. Other significant findings and their implications for practice and theory were reported in this study. Finally, limitations and prospects for future research were also elaborated.

COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, and e-learning contents were taken as the independent constructs. User satisfaction and user intention were taken as dependent constructs. Enjoyment and choice were taken as moderators. “Choice” was explicitly used in this study as a moderator to test whether the transition was by force or choice. Five hundred and sixty-two teachers and students from two countries, India and Saudi Arabia, were considered for this study. The findings indicate that self-efficacy and interaction augment user satisfaction and user intention. User satisfaction enhances user intention. It also mediates the relationship between self-efficacy, interaction, and user intention. Choice moderates the relationship between interaction and user intention. Enjoyment moderates the relationship between e-learning contents and user intention. This study is unique as it provides a multi-group analysis that compares nationality, gender, and the type of respondents in a multi-national context. All the stakeholders of e-learning, the teachers, the students, the policymakers, and the platforms, may find the results of this study particularly useful.

Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

The study objective was to characterize K-5 teachers' risk perceptions and experiences with CDC COVID-19 classroom guidance in an Arizona school district with a mask mandate, conflicting with a statewide mask mandate ban.

METHODS

Public school teachers (n = 111) were recruited between 14 December 2021, and 31 January 2022, for an anonymous online survey with questions on seven important topics related to: (1) population demographics, (2) teachers' perceptions of COVID-19 in the workplace, (3) masks, (4) physical distancing, (5) surface transmission routes, (6) air flow, and (7) contact tracing protocols. Descriptive statistics were calculated, and statistically significant differences in categorical responses by grade level taught were investigated with Fisher's exact test.

RESULTS

There were 76 complete responses. No significant differences across grade levels were found. More than half (53%, 43/81) reported not feeling protected from occupational COVID-19 exposure. Lack of mask usage/enforcement was the most frequently listed reason (40%, 17/42). Physical distancing barriers included large student-teacher ratios.

CONCLUSIONS

Consistent mask guidance at state and local levels, increased financial support, and lower student-teacher ratios may improve the implementation of CDC guidance for classrooms. Conflicting statewide and district-level school mask policies may negatively impact teachers' risk perceptions.

Online Teaching Self-efficacy of Group Counseling Instructors during the COVID-19 Pandemic

Due to the COVID-19 pandemic, many counseling-related programs switched to online teaching modalities. Group counseling instructors may face various challenges in teaching group counseling courses online. With a mixed-method design, this study explored group counseling instructors' online teaching self-efficacy by collecting survey responses from 39 group counseling instructors and interviewing eight instructors from the programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The instructors demonstrated a general high teaching self-efficacy with concerns about students' engagement. Facilitating and hindering factors related to online teaching self-efficacy are identified. Implications and recommendations for instructors, counseling-related programs, and the counseling profession are also discussed.

Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia

Background

Burnout is a syndrome that results from stressors in the work environment that have not been successfully managed. The prevalence of burnout among schoolteachers was always controversial. COVID-19 pandemic added more stressors to teachers since they had to change their working styles in response to the pandemic lockdowns or curfews. In Saudi Arabia, the prevalence and determinants of burnout among school teachers were not measured by any other group during the COVID-19 pandemic stressors.

Methods

A cross-sectional survey was conducted among 879 teachers in the Jazan region, Saudi Arabia, using the Maslach Burnout Inventory (MBI), during April 2021. Multistage cluster random sampling was used.

Results

The mean age of the participants was 41.4 (±6.9) years. Male teachers represented 52.6% of the participants while females represented 47.4%. Most teachers showed burnout symptoms (69.6%). Consequences of burnout were observed, such as using psychotropic medications (4.6%), absenteeism (45.6%), lack of job satisfaction (7.7%), and changing schools (15.8%). Using the MBI scale, most teachers showed medium or high emotional exhaustion (57.6%), low depersonalization (62.2%), and low personal accomplishment (51.4%).

Conclusion

Most teachers showed symptoms of burnout during the COVID-19 pandemic. Being an expert and ability to adapt to technology during the COVID-19 pandemic proved to effectively reduce burnout symptoms. Increasing incentives, early detection, and improving the work environment is recommended to diminish burnout consequences.

Australian teacher stress, well-being, self-efficacy, and safety during the COVID-19 pandemic

The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an "online" format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self-efficacy, and teachers' well-being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID-19 pandemic negatively impacting their well-being and self-efficacy.

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis

BACKGROUND

As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis.

OBJECTIVE

The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers.

METHODS

Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".

RESULTS

This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences.

CONCLUSION

There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

Distance Education among Italian Teachers: Differences and Experiences

The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers' insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers' grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.

Exploring predictors of teachers' self-efficacy for online teaching in the Arab world amid COVID-19

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants' sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers' self-efficacy. Recommendations and limitations are further discussed.

Towards teaching analytics: a contextual model for analysis of students' evaluation of teaching through text mining and machine learning classification

Recent trends in educational technology have led to emergence of methods such as teaching analytics (TA) in understanding and management of the teaching-learning processes. Didactically, teaching analytics is one of the promising and emerging methods within the Education domain that have proved to be useful, towards scholastic ways to make use of substantial pieces of evidence drawn from educational data to improve the teaching-learning processes and quality of performance. For this purpose, this study proposed an educational process and data mining plus machine learning (EPDM + ML) model applied to contextually analyze the teachers' performances and recommendations based on data derived from students' evaluation of teaching (SET). The EPDM + ML model was designed and implemented based on amalgamation of the Text mining and Machine learning technologies that builds on the descriptive decision theory, which studies the rationality behind decisions the learners are disposed to make based on the textual data quantification and statistical analysis. To this effect, the study determines pedagogical factors that influences the students' recommendations for their teachers, what role the sentiment and emotions expressed by the students in the SET play in the way they evaluate the teachers by taking into account the gender of the teachers. This includes how to automatically predict what a student's recommendation for the teachers may be based on information about the students' gender, average sentiment, and emotional valence they have shown in the SET. Practically, we applied the Text mining technique to extract the different sentiments and emotions (intensities of the comments) expressed by the students in the SET, and then utilized the quantified data (average sentiment and emotional valence) to conduct an analysis of covariance and Kruskal Wallis Test to determine the influential factors, as well as, how the students' recommendation for the teachers differ by considering the gender constructs, respectively. While a large proportion of the comments that we analyzed (n = 85,378) was classified to be neutral and predominantly interpreted to be positive in nature considering the sentiments (76.4%), and emotional valence (88.2%) expressed by the students. The results of our analysis shows that for the students' comments which contain some kind of positive or negative sentiment (23.6%) and emotional valence (11.8%); that females students recommended the teachers taking into account the sentiments (p = .000). While the males appear to be slightly borderline in terms of emotions (p = .056) and sentiment (p = .077). Also, the EPDM + ML model showed to be a good predictor and efficient method in determining what the students' recommendation scores for the teachers would be, going by the high and acceptable values of the precision (1.00), recall (1.00), specificity (1.00), accuracy (1.00), F1-score (1.00) and zero error-rate (0.00) which we validated using the k-fold cross-validation method, with 63.6% of optimal k-values observed. In theory, we note that not only does the proposed method (EPDM + ML) proves to be useful towards effective analysis of SET and its implications within the educational domain. But can be utilized to determine prominent factors that influences the students' evaluation and recommendation of the teachers, as well as helps provide solutions to the ever-increasingly need to advance and support the teaching-learning processes and/or students' learning experiences in a rapidly changing educational environment or ecosystem.

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers' MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.

Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.

Schoolteachers' Resilience Does but Self-Efficacy Does Not Mediate the Influence of Stress and Anxiety Due to the COVID-19 Pandemic on Depression and Subjective Well-Being

Objectives: In the current coronavirus disease (COVID-19) pandemic, schoolteachers experience stress from addressing students or performing school tasks that may result in burnout. This study aimed to observe whether teachers' stress and anxiety due to the pandemic can influence their depression or psychological well-being and examine whether their resilience or self-efficacy mediates this association. Methods: During March 4-15, 2021, 400 teachers participated and responded voluntarily to an online survey that included the Stress and Anxiety to Viral Epidemics-9 items (SAVE-9), the Teacher-Efficacy Scale, the Brief Resilience Scale (BRS), the WHO-5 Well-Being Index, and the Patients Health Questionnaire-9 items. Results: High psychological well-being of teachers in COVID-19 pandemic era was expected by a low SAVE-9 score (aOR = 0.95; 95% CI, 0.91-0.99), a high level of self-efficacy (aOR = 1.03; 95% CI, 1.01-1.06), and a high BRS score (aOR = 1.18; 95% CI, 1.10-1.27). Moreover, teachers' resilience mediated the effects of stress and anxiety from the COVID-19 pandemic on their subjective well-being or depression. Conclusions: Schoolteachers' subjective well-being and depression were influenced by high levels of stress and anxiety of the viral epidemic, and their resilience mediated this relationship in this COVID-19 pandemic era.

Challenges and Positives Caused by Changing Roles during Emergency Remote Education in Estonia as Revealed by Facebook Messages

At the beginning of 2020, education worldwide, including in Estonia, was affected by the coronavirus pandemic, which necessitated the transfer of all levels of education to distance learning. Emergency remote education created both challenges and positives for different stakeholders, especially during the early part of this staggering situation. This study aims to describe the challenges and positives encountered by people in different roles, using data from the Facebook group ‘Homeschooling with technology’ from 6 March–26 April 2020. Members of the Facebook group were divided into eight role groups. A qualitative method study design was used and inductive thematic analysis of 130 messages posted by different roles was conducted. 72 messages were coded as expressing negative sentiments and describing various problems and challenges, which were then used to create a thematic map with seven main themes. Two themes (teachers’ unreadiness and problems related to technology) were reported by all stakeholder groups except members from government institutions, who did not post any messages about challenges. Seven main themes describing positives in the Facebook messages were identified using 58 messages coded as expressing positive sentiments. All role groups posted some messages about the positives but only the theme ‘Stress management’ was mentioned by all roles. Several themes (e.g., digital tools, teachers) included both negative and positive reports. The results help capture the effect of changing roles on challenges and positives experienced by different stakeholders during the implementation of emergency remote education, which can be used for future application of distance learning in education.

Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers' Self-Esteem and Self-Efficacy in an Italian Sample

The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system's efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

Adaptability to Online Teaching during Covid-19 Pandemic: A Multiple Mediation Analysis Based on Kolb's Theory

The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy on the adaptability to online teaching (AOT). A multiple-mediation model was proposed, including the mediating effect via the teacher's Facilitator role and teacher's concrete experience learning style (CE-LS), as defined in experiential learning theory (ELT).

METHODS

Data were collected from a sample of 330 preschool and primary school teachers (84 males, Mage = 38.3, SD = 9.14). Path analysis was performed based on maximum likelihood estimation with the resampling method.

RESULTS

The findings showed that the proposed model fit the data well. A serial mediation path between EI and AOT via the teacher's Facilitator role and CE-LS was obtained. In addition, CE-LS mediated the relationship between general self-efficacy and AOT.

CONCLUSION

To date, this is the first study to analyse the direct and indirect effects of dispositional traits, such as EI and general self-efficacy, on AOT in the framework of Kolb's ELT. Our results highlight the mediating mechanisms of this relationship, that is, the teacher's Facilitator role and CE-LS. The current research provides an empirical body based on which new instructional strategies will be developed to improve the quality of online teaching during the COVID-19 pandemic and beyond.

Technology-mediated teaching and learning process: A conceptual study of educators' response amidst the Covid-19 pandemic

The COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching-learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.