Teachers' prerequisites for online teaching and learning: individual differences and relations to well-being during the COVID-19 pandemic. Issue 10 (26th November 2022)

• Record Type: Journal Article
• Authors: Weißenfels, Marie; Benick, Manuela; Perels, Franziska
• Is Part Of: Educational psychology. Volume 42:Issue 10(2022)
• Page Start: 1283
• Page End: 1300
• Publication Date: 2022-11-26
• Subjects: Teacher self-efficacy -- attitudes -- online teaching and learning -- teacher well-being -- COVID-19; Educational psychology -- Periodicals; 370.15
• DOI: 10.1080/01443410.2022.2034747
• Languages: English
• ISSNs: 0144-3410

Abstract

Abstract: Teacher self-efficacy for e-Learning (TSE-EL) as well as attitudes towards e-Learning (A-EL) are highly relevant prerequisites for online teaching and learning (OTL). This study therefore analysed individual differences in A-EL and TSE-EL. Conducting latent profile analyses with n = 169 German in-service teachers, we found one group with positive A-EL as well as high TSE-EL and another with more negative A-EL and lower TSE-EL. We further analysed the differences between these groups during the COVID-19 pandemic: Teachers belonging to the group with more beneficial prerequisites were less emotionally exhausted, felt less stressed about the pandemic, perceived more success with OTL, and had higher implementation competency for OTL. These results highlight the pandemic's psycho-educational impact on teachers and provide a starting point for the development of training based on individual prerequisites.