Educators’ Self-Efficacy, Work Engagement, and Mental Health in the Transition to On-Line or Remote Work During the COVID-19 Pandemic

Authors

  • Petrea Redmond School of Education, University of Southern Queensland, Australia https://orcid.org/0000-0001-9674-1206
  • Christopher Dann School of Education, University of Southern Queensland, Australia
  • Tanya Machin School of Psychology and Counselling, University of Southern Queensland, Australia
  • Yosheen Pillay School of Education, University of Southern Queensland, Australia
  • Peter McIlveen School of Education, University of Southern Queensland, Australia https://orcid.org/0000-0002-1864-9516

DOI:

https://doi.org/10.34190/ejel.23.3.4099

Keywords:

Self-Efficacy, Work engagement, Mental health, COVID-19, Education workforce

Abstract

The COVID-19 pandemic had a significant impact on all sectors of education globally, but the full extent of that impact is yet to be understood. To build our understanding of the effects of the pandemic and its associated lockdowns on educators, this study set out to examine educators perceived self-efficacy, work engagement and mental health during the period when classes were transitioned to an online, away-from-school or off-campus mode of delivery. Data were collected through an online survey, distributed via social media and a snowball approach. The study found that the levels of self-efficacy, work engagement and mental health during on-line and remote work differed between educational sectors and between genders. The paper concludes by considering implications for educational institutions in times of crisis.

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Published

15 Aug 2025

Issue

Vol. 23 No. 3 (2025)

Section

Articles

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License

Copyright (c) 2025 Petrea Redmond, Christopher Dann, Tanya Machin, Yosheen Pillay, Peter McIlveen

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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