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10.1007/s10639-021-10486-3 http://scihub22266oqcxt.onion/10.1007/s10639-021-10486-3 33723481!7946405!33723481     free     free     free Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 219.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       Educ+Inf+Technol+(Dordr) 2021 ; 26 (6): 6675-6697 Nephropedia Template TP {{tp|p=33723481|t=2021. Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators |pdf=|usr=}}{{33723481}} gab.com Text Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators JO: Educ Inf Technol (Dordr) http://www.kidney.de/pget.php?&tw=1&pmid=33723481 #FOAvip Online teaching transition during COVID-19 school lockdown elicited challenges for teachers and schools across the globe. The existing literature on the impact of COVID-19 in the education sector is predominantly descriptive and focused on the difficulties faced by teachers during the process of transferring into online teaching, mainly in the higher education sector. This study adopted a mixed-method design to examine online teaching self-efficacy (TSE) during COVID-19, its associated factors and moderators. A sample of 351 Chinese school teachers retrospectively reported their online TSE at the beginning and end of COVID-19 school lockdown, out of which six were followed up for an in-depth interview. TSE for online instruction did not significantly increase (beta = .014, p > 0.05) whereas that for technology application increased significantly (beta = .231, p < 0.01). Lack of experience in online teaching, separation of teachers from students, school administrative process and unsatisfactory student academic performance were identified as the major associated factors. A moderation effect of adaptability and teacher burnout on the change in online TSE were examined, of which passion burnout was the only significant moderator toward the change in online TSE. The study thus concluded that teachers' online TSE for technology application increased among Chinese teachers during COVID-19 school lockdown. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-021-10486-3. Twit Text FOAVip Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators ????Educ Inf Technol (Dordr) http://www.kidney.de/pget.php?&tw=1&pmid=33723481 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33723481 #FOAvip English Wikipedia <ref>{{Cite pmid|33723481}}</ref> Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators #MMPMID33723481 Ma K; Chutiyami M; Zhang Y; Nicoll S Educ Inf Technol (Dordr) 2021[]; 26 (6): 6675-6697 PMID33723481show ga Online teaching transition during COVID-19 school lockdown elicited challenges for teachers and schools across the globe. The existing literature on the impact of COVID-19 in the education sector is predominantly descriptive and focused on the difficulties faced by teachers during the process of transferring into online teaching, mainly in the higher education sector. This study adopted a mixed-method design to examine online teaching self-efficacy (TSE) during COVID-19, its associated factors and moderators. A sample of 351 Chinese school teachers retrospectively reported their online TSE at the beginning and end of COVID-19 school lockdown, out of which six were followed up for an in-depth interview. TSE for online instruction did not significantly increase (beta = .014, p > 0.05) whereas that for technology application increased significantly (beta = .231, p < 0.01). Lack of experience in online teaching, separation of teachers from students, school administrative process and unsatisfactory student academic performance were identified as the major associated factors. A moderation effect of adaptability and teacher burnout on the change in online TSE were examined, of which passion burnout was the only significant moderator toward the change in online TSE. The study thus concluded that teachers' online TSE for technology application increased among Chinese teachers during COVID-19 school lockdown. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-021-10486-3. äOnline teaching self-efficacy during COVID-19: Changes, its associated(epmc).pdf DeepDyve Pubget Overpricing