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

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.

Wellbeing leadership: Perceptions of pre-service school leaders

This study explored pre-service school leaders' self-perceived roles as future school leaders in terms of securing the provision of wellbeing. Sixteen pre-service school leaders (participants from MA Education Leadership programs) from 14 countries participated in semi-structured interviews. Data was analyzed using theme-based analysis. Findings suggest that pre-service school leaders: (a) exhibited a narrow understanding of the concept of wellbeing; (b) attributed the role of securing students' wellbeing mainly to school psychologists, counselors and teachers; (c) assumed a greater personal role, if any, towards securing students' wellbeing, compared to that of teachers, despite showing more knowledge of how to address teacher wellbeing; and (e) did not receive any form of capacity building addressing wellbeing leadership, as part of their leadership preparatory programs.

Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.

A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years

Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online learning contexts. We concluded that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy played important roles in the framework of CoI. This study also explored the top ten authors, sources, organizations, and countries using VOSviewer and established citation networks through the clustering techniques in CitNetExplorer. Future research could focus on how to motivate the educational institutes and educators to change their traditional educational methods and whether to include both metacognition and self-efficacy in the CoI framework.