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Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

Author

Listed:
  • Stefania Cataudella

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Stefano Mariano Carta

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Maria Lidia Mascia

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Carmelo Masala

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Donatella Rita Petretto

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Mirian Agus

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

  • Maria Pietronilla Penna

    (Department of Pedagogy, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy)

Abstract

The aim of this research was to investigate the impact of the COVID-19 pandemic on teachers, particularly on their self-esteem and self-efficacy, their difficulty in the transition to distance learning, the difficulty of students, and specially of students with learning disabilities (LDs students), as perceived by teachers. 226 teachers were invited to complete an online questionnaire. Our results showed lower self-esteem and lower self-efficacy by the teachers compared with the normative sample. Self-esteem and self-efficacy also decrease in teachers with greater service seniority at work. Teachers perceived a greater difficulty in students than in their own difficulty. The concentration of the school system’s efforts on the massive and, for long periods, exclusive organisation of distance learning risks favouring only cognitive aspects to the detriment of affective dynamics. This aspect could make teaching more complex for teachers and learning poorer for students, impoverishing the complex relational process that forms the basis of the learning process.

Suggested Citation

  • Stefania Cataudella & Stefano Mariano Carta & Maria Lidia Mascia & Carmelo Masala & Donatella Rita Petretto & Mirian Agus & Maria Pietronilla Penna, 2021. "Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample," IJERPH, MDPI, vol. 18(15), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:15:p:8211-:d:607366
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    Cited by:

    1. Iago Sávyo Duarte Santiago & Emanuelle Pereira dos Santos & José Arinelson da Silva & Yuri de Sousa Cavalcante & Jucier Gonçalves Júnior & Angélica Rodrigues de Souza Costa & Estelita Lima Cândido, 2023. "The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.

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