The Relationship Between Task-Oriented Self-Efficacy, Openness to Experience and Internal & External Barriers to Social Work Educators to Teach Online Courses

This study investigated the attitudes of social work faculty at accredited programs in the United States toward teaching online courses. An online survey was used to gather data on faculty members' internal and external barriers to teaching online, their openness to new experiences, and their confidence in creating and teaching online social work courses. Correlation and bivariate analyses were used to understand the relationships between these variables. The results showed positive relationships between years of teaching experience, faculty age, and self-efficacy scores, as well as between years of experience and professional training. However, these relationships were not statistically significant. Similar results were found when examining OTSEI and HEXACO-60 scores. A statistically significant relationship was found between OTSEI scores and internal and external barrier scores.