Abstract
Teacher efficacy, a key psychological factor affecting EFL instructors' performance, is vital for quality education. In China, the COVID-19 pandemic shifted most EFL teaching online, prompting a need to compare teachers' efficacy in traditional and online settings. Previous studies have indicated that teaching experience greatly influences teacher efficacy, with notable differences between novice and experienced teachers. This study surveyed 56 novice and 51 experienced teachers using independent t-tests to assess online teaching efficacy. Additionally, interviews with five novice and five experienced teachers provided insights into these differences. Results revealed high overall efficacy in online teaching for both groups, with experienced teachers showing significantly higher efficacy across four sub-dimensions of efficacy.
| Original language | English |
|---|---|
| Title of host publication | Engaging Higher Education Teachers and Students With Transnational Leadership |
| Editors | Gareth Richard Morris, Shayna Kozuch |
| Publisher | IGI Global |
| Chapter | 11 |
| Pages | 204-223 |
| Number of pages | 20 |
| ISBN (Electronic) | 9798369361023 |
| ISBN (Print) | 9798369361009, 9798369361016 |
| DOIs | |
| Publication status | Published - 28 Apr 2024 |