University Teachers’ Advice Networks, Self-Efficacy, and Readiness for Online Teaching

Jamie Verstraeten, Annemieke Leunis, Thomas W. Valente, Bjorn de Koning, Marloes Nederhand, Renee Scheepers, Welmoed van Deen*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study examines university teachers’ self-efficacy and readiness for online teaching in relation to their advice seeking networks at work. A survey conducted among health sciences faculty teachers (n = 69) at a large urban university assessed teachers’ self-efficacy, readiness for online teaching, their teaching experience and institutional support for online education. Participants were also asked to name colleagues they asked for advice about online teaching, based on which their advice networks were constructed. Results indicate that high self-efficacy and prior online teaching experience are the strongest predictors of readiness for online teaching. Analysis of teachers’ advice networks showed that their educational advice networks are less developed than their general advice networks. Teachers who consulted colleagues for pedagogical advice had higher self-efficacy scores, emphasizing the importance of pedagogical discussions. No significant relations were found between perceived institutional support and self-efficacy or readiness. We conclude that teachers’ ability to ask colleagues for advice at work as well as their prior online teaching experience are important factors for teachers’ self-efficacy and readiness to adopt online teaching methods.
Original languageEnglish
Article number100478
JournalInternational Journal of Educational Research Open
Volume9
Early online date14 May 2025
DOIs
Publication statusE-pub ahead of print - 14 May 2025

Bibliographical note

Publisher Copyright:
© 2025

Fingerprint

Dive into the research topics of 'University Teachers’ Advice Networks, Self-Efficacy, and Readiness for Online Teaching'. Together they form a unique fingerprint.

Cite this