An analysis of teacher self efficacy and teacher autonomy in relation to a new distance learning era

The distance learning is a new-born need for the education because of the illnesses such as COVID 19. In that regard, it is time to get a closer look at the distance learning. The current study aims to investigate the relationship among the teacher self-efficacy, teacher autonomy and distance learning. EBA is an online educational program which is mostly used during the Covid-19 process. The aim of the study is to find out the relationship among the teacher self-efficacy and teacher autonomy and the proficiency of EBA and its usage. In order to attempt this goal, the participants consisted of 408 EFL teachers working in Gaziantep, Turkey. The current study utilized quantitative approach. The Teacher sense of Self Efficacy Scale, Teacher Autonomy Scale and EBA proficiency scale were administered to the participants via online platforms. The results revealed that there is a positive correlation between teacher self-efficacy and EBA proficiency of the teachers. (p<0.05) Also, there is a positive relationship between teacher autonomy and EBA proficiency. (p<0.05) Multiple regression analysis indicates that both teacher self-efficacy and teacher autonomy explains 43% of the variance in EBA proficiency and its usage. In a nutshell, teacher self-efficacy and teacher autonomy have a significant role in teachers' EBA proficiency and usage. Based on these findings, implications for the research and recommendations for further studies are given.