https://www.socictopen.socict.org/files/original/34fdf5d50205abe4668cb3b607ad4bfa.pdf a2b604cad3644bc92b8c05c98d45ce88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coronavirus Description An account of the resource Dominio científico: Coronavirus Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Teacher efficacy for online teaching during the COVID-19 pandemic Creator An entity primarily responsible for making the resource Tim Dolighan, Michael Owen Description An account of the resource The purpose of this study was to examine secondary teachers’ efficacy for teaching in a fully online teaching environment during the sudden transition to online teaching that happened due to the COVID-19 pandemic. This study was aimed at understanding how specific variables, teaching experience, professional development (PD) experience, and teaching supports might correlate with self-efficacy perceptions of teachers transitioning to online teaching during a pandemic in the domains of student engagement, instructional strategies, classroom management and computer skills. The instrument used to measure teacher efficacy for online teaching was a web based 32-item survey that was given to Ontario secondary teachers in a greater Toronto district school board. We argued that prior experience with online learning such as Additional Qualification (AQ) courses or online professional development would build greater self-efficacy amongst teachers as they transition to online learning. The results indicated that higher online teaching efficacy scores correlated with having taken online Additional Qualification (AQ) courses[1] and online professional development sessions. The highest online teaching efficacy scores correlated with having previously used the board provided learning management system (LMS) and using virtual technology supports. These indicators are correlated with higher scores of online teaching efficacy but require further investigation as to how they can better provide support for teachers in online learning environments. Date A point or period of time associated with an event in the lifecycle of the resource 2021 Identifier An unambiguous reference to the resource within a given context 10.26522/brocked.v30i1.851 Source A related resource from which the described resource is derived Brock Education: a Journal of Educational Research and Practice Publisher An entity responsible for making the resource available Brock University Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Education