Publication Date


Document Type


First Advisor

Henningsen, Mary Lynn

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Communication


The goal of this investigation was to examine how college and university instructors’ teaching self-efficacy and self-disclosures have been influenced by the switch in teaching modality from face-to-face to online due to the pandemic. This study found that experience designing online courses influences instructors online teaching self-efficacy (i.e., virtual interactions self-efficacy, course content mitigation self-efficacy, and general online teaching self-efficacy). Instructors that were required to teach online during the pandemic reported greater levels of three constructs of online teaching self-efficacy if they had taken professional development prior to the pandemic but taking professional development after the pandemic was not associated with online teaching self-efficacy. In comparing face-to-face and online teaching, instructors reported significantly greater teaching self-efficacy, greater closeness with their students, more depth of self-disclosure to their students, and more breadth of self-disclosure to their students, when teaching in face-to-face classes as compared to teaching in online classes. Instructors’ strategic self-disclosures did not vary from face-to-face and online classes and was not influenced by online teaching self-efficacy.


55 pages




Northern Illinois University

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In Copyright

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NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type


Included in

Communication Commons