The Effect Of Tertiary EFL Teachers’ Online-teaching Self-efficacy On Classroom Climate

In the March of 2022,all the education institutions in Shanghai were forced to transition from primarily face-to-face instruction to various modes of remote or online instruction in response to the citywide static management.Many teachers find it hard to create good classroom climates with the absence of body and ritual,as well as asynchrony.Multiple studies have shown that teachers’ self-efficacy has effects on classroom climate,but the underlying mechanisms need to be further explored.Therefore,based on Bandura’s social cognitive theory and the circular flow model of teachers’ self-efficacy,this study explores the following questions:(1)What is the current state of tertiary EFL teachers’ online teaching efficacy?(2)What is the current state of online classroom climate?(3)How does tertiary EFL teachers’ online teaching efficacy influence social,managerial and instructional climates?This study selects two teachers from a university in Shanghai as samples,using mixed research design.Data of teachers’ self-efficacy is collected through a questionnaire and semi-structured interview.Students(n=34)of the two teachers grade their classroom climates through a questionnaire.The researcher observes classroom recordings(n=20)and quantifies teacher-student interactions with a modified Classroom Assessment Scoring System.The quantitative data is input into SPSS 26 for descriptive and deductive analysis,and the qualitative data is input into Nvivo 12 for open coding.This study finds that teaching knowledge and teaching belief can influence teachers’ analysis of teaching tasks and teaching ability,which leads to different levels of self-efficacy.Compared to managerial and instructional climates,social climate is more significantly mediated by teachers’ online teaching efficacy.Managerial climate depends more on students’ self-discipline and proactivity.Teachers’ online teaching efficacy being overly strong might have a negative impact on instructional climate.Based on findings,this study provides implications for helping tertiary EFL teachers create good classroom climates:(1)Teachers can increase the ratio of positive feedback in teacher-student interaction to form supportive social relationships in the classroom;(2)Teachers need to allow students’ self-discipline and proactivity in classroom management;(3)Teachers need to be reflective on their teaching practice and avoid being overly dependent on their past experiences.