Algerian Teachers' Motivation and Self-Efficacy Towards Online Teaching

This study explored the motivation and perceptions of Algerian teachers of English in higher education using different online platforms during and after the COVID-19 pandemic. The researchers collected data from teachers’ online surveys and interviews. This study provides insights into the motivation and perceptions of online teaching. This study was conducted with 205 teachers of English in higher education. The findings revealed that teachers’ unfamiliarity and accessibility to online teaching are regarded as inhibiting factors that influenced their use of the available online platforms. The results showed a correlation between students’ accessibility to techno-logical tools and teachers’ motivation. Data from the interviews revealed that accessibility and availability of technological resources, policy, and training were the main contextual factors influencing teachers’ self-efficacy in online teaching in Algerian universities. These findings help in understanding the technology-enhanced teaching of English online through teachers’ perceptions, which remain influential during and after the COVID-19 time.