Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in levels based on different demographic data. A quantitative qualitative survey method was employed. The data collected from teachers Qatar public schools using a web-based that assessed three areas: Students Engagement, Classroom Management, Instructional Strategies. Four open-ended questions were included determining challenges faced by teachers, coping strategies, support needed received. total of 514 voluntarily completed survey. results showed elementary actively reported teaching. T-test ANOVA analysis revealed between years experience fields. However, no found self-efficacy, gender, age area. Results indicated more have, they perceive. questions’ unmotivated students most frustrating challenge Therefore, contacting parents highly prioritized for with this challenge. Besides, professional training main received, but practical interactive workshops are still needed. research can provide educators insights implementing technology effectively their classrooms adapting to challenging times achieve smooth effective learning process.