Self-efficacy and well-being of female teacher educators for early childhood care and education during COVID-19

Abstract

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the  self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs)  across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care,  combined with Bandura’s Social Cognitive Theory, to understand self-efficacy, and Seligman’s PERMA (positive emotions, engagement,  relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used  to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them.  All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life  balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to  their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators’ professional practice despite the pandemic affecting their well-being in a negative way.  In the context of building forward better and differently, this study points to the importance of developing responsive well-being  programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher  educators.