Teachers’ Perceptions of their Self-Efficacy in Distance Education and its Relationship to their Teaching Practices in Virtual Classrooms in the Sultanate of Oman-Reference-Cited by-同舟云学术

Teachers’ Perceptions of their Self-Efficacy in Distance Education and its Relationship to their Teaching Practices in Virtual Classrooms in the Sultanate of Oman

Published:2024-07-10 Issue:1 Volume:24 Page:
ISSN:2706-672X
Container-title:Journal of Educational Sciences – Qatar University
language:
Short-container-title:JES

Author:

AlBiloshi Maryam Hasan,Al Badri Slama Said,Ambusaidi Abdullah Khamis^ORCID

Abstract

This study identified teachers' perceptions of their self-efficacy in distance education and its relationship to their teaching practices in virtual classrooms. The study used a perception scale and an observation card. The sample consisted of 249 teachers. Twenty teachers of the sample were selected to have their teaching practices in the academic year 2020/2021 observed. The descriptive analytical method was used to collect data and reach the results. The results of the study showed that the teachers’ perceptions of their self-efficacy in distance education came at a high level and their teaching practices in distance education came at a medium level. Also, the results showed that there is no statistically significant correlation between teachers’ perceptions of their self-efficacy in distance education and the reality of their teaching practices in virtual classrooms. The study recommended identifying a list of skills required for distance education and implementing training programs that meet the needs of teachers in technical applications for digital teaching to continue to employ technology and e-learning platforms.

Publisher

Qatar University Press

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