Analyzing Teaching Self-Efficacy Correlates in Virtual Education: A Gender-Driven Structural Equation Modeling Approach

Abstract

The study focused on the Philippines' education system, which abruptly adopted to online education due to the COVID-19 pandemic. The study used different theories to explore the relationships between online teaching self-efficacy and other affective variables. The researchers used structural equation modeling (SEM) to develop a model that showed the correlations among the identified variables in general and when grouped according to gender. The study found that only three pairs of latent variables were positively correlated at an average extent, indicating a low correlation between the variables. The findings drawn out from the final model can certainly benefit teacher-educators and institutional leaders alike who would most probably explore the idea of introducing the online modality as a supplementary requirement for the preservice teachers’ internship in the near future. Thus, institutions that offer education programs must find ways and means to motivate preservice teachers to online teaching as there are revealed to be the rudiments, based on the final model to a positive attitude and a favorable satisfaction level toward online language teaching.