Teachers’ Self-Efficacy, Psychological Well-being, and Apprehensions during the COVID-19 Pandemic in Belize

Abstract

This quantitative study investigated teachers’ self-efficacy beliefs regarding remote teaching, psychological well-being, and apprehensions during the COVID-19 pandemic in Belize. It also identified factors related to teachers’ self-efficacy to facilitate remote teaching during the COVID-19 pandemic in Belize. A quantitative descriptive cross-sectional survey and correlational research designs were applied using an online survey that included items on the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), psychological well-being, apprehensions, and demographics. Data were collected from 311 teachers and analyzed using IBM SPSS 23 statistical software. The results indicated that teachers had a medium level of self-efficacy, decreased mental health, and heightened apprehensions. Further analysis revealed that teachers’ self-efficacy was negatively related to their psychological well-being and apprehensions. However, their psychological well-being was positively related to their apprehensions. These findings support continuous professional development programs that address teachers’ self-efficacy, psychological well-being, and apprehensions. Doing so will equip teachers to better serve their students and support student achievement