Teacher self-efficacy in the transition to post-pandemic hybrid education: the case of a preschool in Mexico

Abstract

Teacher self-efficacy is understood as the perception that teachers have about their own ability to implement strategies and actions that enable them to achieve a successful educational process with their students. High self-efficacy will allow teachers to face new situations and achieve their goals by implementing innovative strategies that motivate their students to construct meaningful learning experiences. This article reports on a qualitative research study with a phenomenological approach based on a case study that uses structured interviews to understand the self-efficacy perceptions of a group of preschool teachers in Mexico and how this impacts the academic development of their students' skills and knowledge. The need for support and training to provide teachers with the necessary tools to deal with critical situations, such as the transition to a hybrid modality during the post-pandemic period, is highlighted. This is considered fundamental because the greater the teachers' self-efficacy, the more capable they will feel in facing new challenges, which will have a positive impact on the educational process they carry out with their students.