Navigating pedagogical transitions : Perceptions of teaching effectiveness in the era of emergency remote teaching during COVID-19

In the aftermath of the global COVID-19 pandemic, the educational sector experienced an unprecedented transition to emergency remote teaching (ERT). Scholars have extensively examined the factors affecting teaching and learning during this phase; however, a significant research gap exists concerning the influence of these factors on teaching effectiveness. Using survey data from 466 instructors at a large Southeastern US university, this study scrutinises the relationships between various instructor, instructional and institutional factors and educators’ perceptions of their teaching effectiveness both before and after the ERT shift. Key questions posed include the circumstances under which instructor and instructional elements moderate the effect of institutional support factors on teaching effectiveness perceptions. Robust multiple regression analysis reveals instructor preparedness and number of resources used positively predicted effectiveness ratings, while reducing planned assessments negatively predicted effectiveness. Synchronous instruction and adequate preparation time also showed positive marginal effects. Notable moderating effects suggest offering resources and training benefits unprepared instructors, retaining assessment plans amplifies the impact of preparation time, and peer assistance negatively interacts with greater resource use. These findings provide theoretical and practical implications to inform institutional strategies for supporting instructor teaching effectiveness during abrupt pedagogical transitions.