Teachers’ prerequisites for online teaching and learning: individual differences and relations to well-being during the COVID-19 pandemic

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.

Keywords:

• Teacher self-efficacy
• attitudes
• online teaching and learning
• teacher well-being
• COVID-19

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Education in Saarland, Germany.