Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality

Teacher self-efficacy is among the most valued teacher motivational constructs. However, little known about university teachers’ and even less changes to it throughout Covid-19-related online teaching. This study applied a retrospective pre- post-design investigate in teaching (OTSE) during Covid-19. Participants included 160 Chinese teachers, who reported their OTSE before after COVID-19 lockdowns, adaptability administration quality together with demographic information. The for instruction failed increase significantly over this period (β=.21, p = .083), whereas that technology applications increased (β=.329, < .01). Individual moderated OTSE. implications limitations of are discussed.