Teachers´ Self-efficacy - A Quantitative Study of the Impact of an Online Wellbeing Course

Abstract

This study examines the impact of participation in an online wellbeing course on teachers’ perceived self-efficacy. A pre-test/post-test design was employed with a sample of 118 teachers. Data were collected using a five-subscale questionnaire adapted from the Norwegian Teacher Self-Efficacy Scale (NTES), assessing Instruction, Adaptation, Motivation, Discipline, and Cooperation. The findings indicate a positive effect of the online wellbeing course on four dimensions of teacher self-efficacy: Instruction, Adaptation, Motivation, and Discipline, suggesting that targeted online interventions can enhance key professional competencies. However, no significant changes were observed in the Cooperation dimension. Further analysis revealed a statistically significant relationship between teaching experience and the Cooperation subscale, indicating that more experienced teachers may perceive greater efficacy in collaborative practices. Overall, the results highlight the potential of online wellbeing training as an effective approach to supporting teachers’ self-efficacy, professional growth, and overall wellbeing. These findings contribute to discussions on teacher development and support.