Examining Self-Efficacy of FCS Teachers Following the COVID-19 Modality Switch

Abstract

This paper presents the results of a nationwide survey of educators for grades 6–12 who specialize in family and consumer sciences education (N 380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.