Teachers’ sense of efficacy and technology acceptance during the COVID-19 pandemic

Abstract

The COVID-19 pandemic has greatly impacted the way in which learners learn and educators deliver classroom instruction. K-12 teachers in the United States that previously taught solely in face-to-face settings have been forced to adopt technology to support remote and hybrid teaching. This study investigates the impact of remote and hybrid teaching environments on teachers’ sense of efficacy (TSES) and measures of the technology acceptance model (TAM). Repeated measures analysis revealed significant differences in measures of both teachers’ sense of efficacy and technology acceptance in face-to-face, remote, and hybrid teaching modalities. Based on results, we discuss implications for K-12 classroom teaching and suggest further research related to TSES and TAM.