University teachers’ advice networks, self-efficacy, and readiness for online teaching

Abstract

This study examines university teachers’ self-efficacy and readiness for online teaching in relation to their advice seeking networks at work. A survey conducted among health sciences faculty teachers (n = 69) at a large urban university assessed teachers’ self-efficacy, readiness for online teaching, their teaching experience and institutional support for online education. Participants were also asked to name colleagues they asked for advice about online teaching, based on which their advice networks were constructed. Results indicate that high self-efficacy and prior online teaching experience are the strongest predictors of readiness for online teaching. Analysis of teachers’ advice networks showed that their educational advice networks are less developed than their general advice networks. Teachers who consulted colleagues for pedagogical advice had higher self-efficacy scores, emphasizing the importance of pedagogical discussions. No significant relations were found between perceived institutional support and self-efficacy or readiness. We conclude that teachers’ ability to ask colleagues for advice at work as well as their prior online teaching experience are important factors for teachers’ self-efficacy and readiness to adopt online teaching methods.