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<p>This study examines the relationships among teachers’ self-efficacy, routine stability, ICT support, and teacher anxiety within Emergency Remote Teaching and Learning Environments (ERTLE) during the war in Israel. Using a survey of 300 teachers analysed through structural equation modelling (SEM), the research highlights how educators adapt to crisis-driven educational changes within the unique context of ERTLE. The findings reveal that higher self-efficacy is associated with greater routine stability and increased engagement in learning–teaching activities, emphasizing its critical role in maintaining effective teaching practices during crises. Routine stability emerged as a key factor supporting teacher engagement, underscoring the importance of consistency for navigating rapid educational transitions. However, self-efficacy alone did not significantly reduce anxiety, signalling the need for targeted emotional support in extreme conditions. Mediation analysis underscores the centrality of ERTLE as a framework for understanding the interplay between self-efficacy, anxiety, and routine stability, with ICT coordinator support enhancing teacher resilience by addressing both emotional and administrative needs. ICT support proved particularly effective for less experienced teachers, while those with prior remote teaching experience exhibited signs of “support fatigue”, paralleling patterns observed during the COVID-19 pandemic. These findings highlight ERTLE as a valuable lens for understanding educational adaptation during crises and underscore the necessity of addressing psychological and professional needs in designing effective crisis responses.</p>

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Adapting to crisis: assessing teacher self-efficacy, stability, and ICT support within emergency remote teaching and learning environments

  • 期刊论文

  • 发表日期：

    2025年6月18日

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  • Shlomit Hadad,
  • Mor Deshen

摘要

This study examines the relationships among teachers’ self-efficacy, routine stability, ICT support, and teacher anxiety within Emergency Remote Teaching and Learning Environments (ERTLE) during the war in Israel. Using a survey of 300 teachers analysed through structural equation modelling (SEM), the research highlights how educators adapt to crisis-driven educational changes within the unique context of ERTLE. The findings reveal that higher self-efficacy is associated with greater routine stability and increased engagement in learning–teaching activities, emphasizing its critical role in maintaining effective teaching practices during crises. Routine stability emerged as a key factor supporting teacher engagement, underscoring the importance of consistency for navigating rapid educational transitions. However, self-efficacy alone did not significantly reduce anxiety, signalling the need for targeted emotional support in extreme conditions. Mediation analysis underscores the centrality of ERTLE as a framework for understanding the interplay between self-efficacy, anxiety, and routine stability, with ICT coordinator support enhancing teacher resilience by addressing both emotional and administrative needs. ICT support proved particularly effective for less experienced teachers, while those with prior remote teaching experience exhibited signs of “support fatigue”, paralleling patterns observed during the COVID-19 pandemic. These findings highlight ERTLE as a valuable lens for understanding educational adaptation during crises and underscore the necessity of addressing psychological and professional needs in designing effective crisis responses.