Global Research Alliance

Publications

Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology

Andreou, E., Roussi, C., Tsermentseli, S., Menabò, L., & Guarini, A. (2022). Education Sciences, 12(9), 600.

https://doi.org/10.3390/educsci12090600

The COVID-19 pandemic has led to a sudden and radical transition from face-to-face to online teaching across the globe. This shift has required teachers to quickly adapt their educational practices, which has had an impact on their perceived self-efficacy. The limited literature on the impact of COVID-19 on teachers’ self-efficacy (TSE) has focused mostly on online teaching. The purpose of this study was to investigate TSE in both face-to-face and distant learning environments amid the COVID-19 pandemic. It also aimed to explore the impact of teachers’ relationship with technology and COVID-19 risk perception on their TSE. The sample was composed of 290 pre-service and in-service teachers from Greece who completed an online self-report survey. Results showed that pre-service teachers reported higher levels of TSE than in-service teachers, especially in distance learning environments. COVID-19 risk perception was not a significant predictor of TSE. By contrast, higher scores in self-assessed skills of the pedagogical applications of technology predicted TSE in both instructional settings. The present findings confirm the importance of promoting technological skills to enhance the self-efficacy of schoolteachers in both traditional and virtual instructional settings, regardless of the crisis due to the COVID-19 pandemic.

Baldry, A., Blaya, C., Farrington D. (Eds.). (2018).  International Perspectives on Cyberbullying. Palgrave studies in Cybercrime and Cybersecurity. London: Palgrave MacMillan.

Blaya, C. & Audrin, C. (2019). Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators. Frontiers in Psychology section Educational Psychology.

Blaya, C. (2018). Cyberhate: A review and content analysis of intervention strategies. Aggression and Violent Behavior, 2018(1), 1.  http://hdl.handle.net/20.500.12162/1413

Brighi, A., Menin, D., Skrzypiec, G., & Guarini, A. (2019). Young, Bullying, and Connected. Common Pathways to Cyberbullying and Problematic Internet Use in Adolescence. Frontiers in Psychology, 10(1467). doi:10.3389/fpsyg.2019.01467.

Didaskalou, E., Andreou, E., Roussi-Vergou, C., & Skrzypiec, G. (2018). Are Greek school students flourishing? Pastoral Care in Education, 36(3), 223-237. doi:10.1080/02643944.2018.1480185

Reichelmann, A., Hawdon, J., Costello, M., Ryan, J., Blaya, C., Llorent, V., Oksanen, A., Räsänen, P.,  & Zych, I. (2020) Hate Knows No Boundaries: Online Hate in Six Nations, Deviant Behavior, doi: 10.1080/01639625.2020.1722337

Romera, E.M., Ortega-Ruiz, R., Skrzypiec, G. & Zukauskiene, R. eds. (2020). Analysing Psychosocial and Contextual Factors Underpinning Bullying and Cyberbullying. Lausanne: Frontiers Media SA. doi: 10.3389/978-2-88963-344-9

Skrzypiec, G., Alinsug, E., Nasiruddin, U. A., Andreou, E., Brighi, A., Didaskalou, E.,  Guarini, A., Kang, S-W., Kaur, K., Kwon, S., Ortega-Ruiz, R., Romera, E.M., Roussi-Vergou, C., Sandhu, D., Sikorska, I., Wyra, M., &Yang, C.-C. (2018). Self-reported harm of adolescent peer aggression in three world regions. Child Abuse & Neglect, 85, 101-117. doi:10.1016/j.chiabu.2018.07.030

Skrzypiec, G., Wyra, M., & Didaskalou, E. (2019). A Global Perspective of Young Adolescents' Peer Aggression and Well-being: Beyond Bullying. London: Routledge. (272 pages, ISBN10 11383865100)

Smith, P.K., Sundaram, S., Spears, B.A., Blaya, C., Schäfer, M. and Sandhu, D. (eds.). (2018). Bullying, Cyberbullying and Student Well-Being in Schools. Comparing European, Australian and Indian Perspectives. Cambridge: Cambridge University Press.

Sorrentino, A., Baldry, A. C., Farrington, D. P., & Blaya, C. (2019). Epidemiology of Cyberbullying across Europe: Differences between Countries and Genders. Educational Sciences: Theory & Practice, 19(2), 74-91.

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