Feelings of teaching self-efficacy one year after the COVID-19 pandemic
DOI:
https://doi.org/10.56785/ripc.v3i1.70Keywords:
education in pandemic, Guatemalan teachers, education in GuatemalaAbstract
Feelings of self-efficacy are the beliefs and perceptions of the teacher regarding their own abilities to plan, organize and execute daily activities in order to achieve educational objectives. This study aimed to describe these feelings and associate them with other variables. With a quantitative approach, single measurement design and associative scope, the Self-Efficacy Feelings Scale was applied to 191 teachers from the Department of San Marcos, Guatemala. The results show that there is no correlation between gender, age and feelings of self-efficacy. On the contrary, if there is a positive correlation between the years of teaching that the professors have served and the self-efficacy factors: perceived efficacy in the student's adjustment (Rho= 0.01, p<0.05), efficacy in the teaching and learning strategies (Rho= 0.01, p<0.05), efficacy in class management (Rho= 0.001, p<0.05), efficacy in attention to the singularity of students (Rho= 0.01, p<0.35), and the total of the scale (Rho= 0.00, p<0.05). These results can be interpreted by stating that after more than a year of education in the context of the pandemic, the San Marcos teachers have developed an appropriate adaptation that allows them to feel effective in their abilities to relate to the student, maintain discipline, implement teaching and learning methods and especially attending to the individual needs of students.
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