Date of Award

Fall 12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Advisor

Linda Sperry

Second Advisor

Terry McDaniel

Third Advisor

Yong Joon Park

Abstract

The purpose of this study is to examine faculty’s perceptions of their self-efficacy regarding online teaching and some variables that may affect online teaching efficacy. A quantitative survey was administered to examine whether three faculty variables (online teaching experience, professional development experience, and COVID-19) predict a significant portion of the variance in faculty self-efficacy in online teaching on four subscales: student engagement, instructional strategies, classroom management, and teachers’ computer use. Faculty participants were recruited from King Khalid University in the Kingdom of Saudi Arabia. Data were collected using a web-based survey adapted from Robinia (2008). The data collected in this quantitative study were analyzed by multiple linear regression to explore the relationship of three predictor variables to the outcome variable in this study, and the analysis determined whether the predictors explain a significant proportion of the variance in online teaching self-efficacy. Recommendations for effective online teaching and directions for future research are suggested in accordance with the results of the study.

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