Influence of Teacher Occupational Stress on Self-Efficacy

Abstract

The teaching profession is undergoing a revolutionary change due to the compulsive integration of technology into education. There is a growing interest in understanding teachers’ occupational stress and efficacy in online teaching. The participants of this study were school teachers in Bengaluru, India. The measures from teachers’ occupational stress and self-efficacy scales investigate the influence of occupational stress and self-efficacy during two periods – before and during COVID-19. The findings of the study reflected that the influence of Occupational Stress on Self-Efficacy has doubled during COVID-19. Classroom management and resources for online teaching mainly influenced Self-Efficacy during COVID-19, whereas classroom management and administration proved to influence Self-Efficacy before COVID-19. Online learning strategies adopted by educational institutions will certainly make an impression on the education system post COVID-19. The current research contributes a significant component in the formation of the teachers’ professional identity.