Teaching Assistant Responses to COVID-19: Investigating Relationships Between Stress, Self-Efficacy, and Approaches to Teaching

Authors

Cody R. Smith, Missouri State University - SpringfieldFollow
Deepika Menon, University of Nebraska-LincolnFollow
Annette Wierzbicki, University of Nebraska-Lincoln
Jenny Dauer, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

2023

Citation

Journal of College Science Teaching (2023) 52(3): 11–19

Comments

Copyright 2023, NSTA. Used by permission

Abstract

This study investigates the self-efficacy of undergraduate and graduate TAs associated with changes in instruction after the COVID-19 disruption to the spring 2020 semester.

Guiding research questions include: (i) What are the relationships among TA teacher efficacy and stress resulting from the COVID-19 disruption? (ii) What experiences do TAs describe that contribute to their stress and teacher efficacy?

Implications of the results for supporting TAs during similarly stressful events and circumstances are discussed.