Sense of Efficacy of Costa Rican Early Childhood Teachers in Face-to-Face and Distance Education Instructional Settings

Abstract

The purpose of this study was to compare the self-reported sense of efficacy of Costa Rican teachers, who work with children ranging in age from 4 to 6 years, in face-to-face and distance education instructional settings across both rural and urban areas. The sample included 520 teachers. Teachers' self-efficacy was measured using an adapted version of the Teachers' Sense of Efficacy Scale and a demographic information questionnaire. The results showed the self-reported sense of efficacy of Costa Rican teachers was higher in face-to-face than distance education instructional settings. Moreover, teachers at urban schools had higher teacher self-efficacy than teachers who work at rural schools. Teacher educators and teacher trainers should consider providing pre- and in-service trainings to address the educational needs of young children distantly. Governments should spend more money developing quick networks, providing educators and students with training and skills, and lowering the cost of Internet connection for underprivileged groups.