The Impact of COVID-19 on Teachers' Self-Efficacy and School Culture

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  • Author(s): Brion, Corinne
  • Language:
    English
  • Source:
    Journal of Educational Leadership and Policy Studies. Spr 2022 6(2).
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Early Childhood Education
      Preschool Education
      Elementary Secondary Education
    • Subject Terms:
      Preschool Teachers; Elementary Secondary Education; Teachers; Pandemics; COVID-19; Self Efficacy; School Culture; Principals; Administrators; Learning Activities; Faculty Development
    • ISSN:
      2473-2826
    • Abstract:
      Teacher efficacy is a cognitive process in which educators construct beliefs about their capacity to perform and positively impact students' outcomes. These beliefs influence the educators' level of effort, their resilience, their capacity to accept failures, and the levels of stress they experience when working in challenging situations such as COVID-19. Teachers' self-efficacy affects the school's collective efficacy and thus the school's culture. This teaching case study is relevant to practicing and prospective principals and administrators because it raises issues related to teachers' self-efficacy during COVID-19, at a time when schools went back to face-to-face instruction after 18 months of online and hybrid instruction. This scenario addresses the critical role principals play in boosting teachers' self-efficacy.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1352890