Efl teaching in Barranquilla’s public schools: a multi-case study on teacher’s self-efficacy during and after Covid-19

Abstract

This abstract summarizes a longitudinal multi-case study conducted from 2021 to 2024, examining the self-efficacy and pedagogical delivery of 36 English teachers from low-income public schools in Barranquilla, who participated in the "Soy Bilingüe" program. The study utilized interviews, questionnaires, and document analysis to explore how these educators perceived their roles and challenges during and after the COVID-19 pandemic, particularly in socio-affective aspects, technological integration, and the challenges faced. Results were analyzed using thematic analysis and survey rate analysis revealing a general dissatisfaction with emergency remote teaching, highlighting increased planning demands, technical difficulties, and perceived ineffectiveness of teaching outcomes. Despite these challenges, there remains a strong inclination among teachers to integrate technology into their teaching practices post-pandemic.