| dc.description.abstract | The purpose of this research study is to investigate Turkish EFL teachers‟ self-efficacy
levels for online teaching which was implemented during Covid-19 pandemia, in
relation with some of their demographic characteristics (i.e. age, gender, years of
teaching experience, online teaching experience, pre-service and in-service training on
use of educational technologies). The study also examines EFL teachers‟ views on their
online teaching self-efficacy in addition to their reflections on the pandemic online
education. A mixed-method research design was implemented through two sequential
data collection phases. The sample size was 160 EFL teachers working at state schools
in Siirt province. The Michigan Nurse Educators‟ Sense of Efficacy for Online
Teaching Scale (MNESEOTS), which was renamed as “EFL Teachers‟ Sense of
Efficacy for Online Teaching Scale (ETSEOTS)” in this study‟s context, was applied
for quantitative data collection, and a semi-structured interview was administered to
gather qualitative data. Quantative findings showed that participant EFL teachers‟
average online teaching self-efficacy was at medium levels, not at desired levels.
Moreover, qualitative findings revealed that the online education process was
challenging for EFL teachers, because they had many problems and limitations, which,
in turn, limited their language teaching activities and caused them to feel inefficient,
exhausted, lonely and so on during online courses. On the other hand, their awareness
and willingness for professional development, and interest in applied trainings about
online teaching were raised. Consequently, it was implied that EFL teachers need to be
supported through professional development opportunities that enable applied in-service
trainings about online teaching and that the online teaching methodology needs to be
incorporated into the pre-service training provided within teacher education
programmes. | en_US |
