Teacher Self-Efficacy in Student Engagement and Instruction during the COVID-19 Pandemic: An Examination of Group Differences and Predictors in Ethiopian Universities

Abstract

Teacher self-efficacy is relevant for universities, particularly in the COVID-19 context, since previous studies found it positively associated with their commitment to teaching. While there have recently been studies on teacher self-efficacy in the COVID-19 context, there is still very little empirical research on university teachers' self-efficacy in the literature, particularly in the sub-Saharan context. Based on a social cognitive theory framework, this study identified the extent of teachers' self-efficacy in the COVID-19 context in universities in Ethiopia and further examined differences and predictors across some personal, instructional, and institutional factors. F or this, the study used a cross-sectional survey design to collect quantitative data from teacher participants (n = 147) from four purposefully selected public universities in Ethiopia that completed the short form Teacher Sense of Efficacy Scale two dimensions: student engagement and instructional efficacy. The findings of the study highlight those teachers generally demonstrated average levels of self-efficacy, with low to moderate variations based on their academic rank and career stage (Cohen's d =.39-.46). Moreover, the results of the hierarchical regression analysis emphasized the significant predictability of perceived instructional quality and institutional support on teachers' self-efficacy. These findings underscore the importance of providing university teachers professional development opportunities to effectively fulfill their professional responsibilities in these circumstances and beyond. The implications of these findings are further explored in detail.