Preservice Teachers’ Resilience, Stress, and Technology Efficacy Under the COVID-19 Influences: A Case Study in Taiwan

Created on 19th April 2021

Conference: The European Conference on Education (ECE2021)
Title: Preservice Teachers’ Resilience, Stress, and Technology Efficacy Under the COVID-19 Influences: A Case Study in Taiwan
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Virtual Poster Presentation
Authors:
Jui-Ling Chiang, National Chengchi University, Taiwan
Yu-Chu Yeh, National ChengChi University, Taiwan

Abstract:

The change of educational method from face-to-face to online learning during the COVID-19 period indicated that teachers in the post-COVID-19 era would equip the ability to design and deliver traditional static materials and interactive online instructions. This study aims to develop inventories to measure preservice teachers' resilience, stress, and efficacy in technology and examine the relationship between these personal traits through path analysis. A total of 113 preservice teachers participated in this study. The employed instruments included Inventory of Resilience(IoR), Future Stress(FS), and Inventory of Technology Efficacy(ITE). The results indicated that IoR and AS all comprised one factor; ITE consisted of four factors: academic learning and communication, online searching, static instructional lecture design, and interactive instructional course design. The reliability coefficients for IoR, AS, and ITE were .843, .80, and .90, respectively. Regarding path analysis, we proposed that “academic learning and communication” and “online searching” would interact and then directly influence the interactive instructional design as well as indirectly influence interactive instructional design through static instructional lecture design, resilience, and future stress. This proposed model was a good-fit model, x2(N =113, df = 1) =.235, p =.628, RMR=.003, RMSEA =.000, GFI =.999, CFI =1.000, NFI =.999. The results indicated the preservice teachers considered interactive design more challenging than static design; they rely on online searching and communicating with peers and teachers to “bounce back.” We suggest that the curriculum or in-class activities could include interactive course design and delivery practices to meet the needs.