Teacher Self-Efficacy in the Frequent Rotation of Online With Face-to-face Teaching Modalities in the Context of the Covid-19 Pandemic

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Pages: 92-107

Abstract:

The pandemic situation associated with the COVID-19 virus has brought about radical changes in all spheres of public life, including education. Educational professionals in the field were faced with the need to adapt, modify, and expand their range of professional and personal qualities and to activate their personal resources in order to cope effectively in the complicated pandemic context. Within the framework of this paper, the extent to which teachers at different educational levels in Bulgaria have developed the capacity for self-efficacy in conditions of crisis, as well as the impact that this level has on the organization and implementation of the learning process in its varying modalities, is empirically investigated and analyzed. The survey was conducted in the period May–June 2022 and covered 60 teachers from different cities in the country. The results point to the conclusion that Bulgarian teachers have successfully managed the transition to non-traditional pandemic learning and its effective organization and implementation. The study also outlines that the teachers in the country have shown a good level of self-efficacy in the dynamic and challenging conditions they have faced, and that they have used the opportunities it has provided to strengthen and develop this ability.

Keywords:

self-efficacy; online learning modality; face-to-face learning modality; COVID-19 pandemic.

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