The purpose of this study was to compare the self-reported sense of efficacy of Costa Rican teachers, who work with children ranging in age from 4 to 6 years, in face-to-face and distance education instructional settings across both rural and urban areas. The sample included 520 teachers. Teachers' self-efficacy was measured using an adapted version of the Teachers' Sense of Efficacy Scale and a demographic information questionnaire. The results showed the self-reported sense of efficacy of Costa Rican teachers was higher in face-to-face than distance education instructional settings. Moreover, teachers at urban schools had higher teacher self-efficacy than teachers who work at rural schools. Teacher educators and teacher trainers should consider providing pre- and in-service trainings to address the educational needs of young children distantly. Governments should spend more money developing quick networks, providing educators and students with training and skills, and lowering the cost of Internet connection for underprivileged groups.

本研究的目的是比较哥斯达黎加教师在农村和城市地区的面对面和远程教育教学环境中与 4 至 6 岁儿童一起工作的自我报告的效能感。样本包括 520 名教师。教师的自我效能感是通过教师效能感量表的改编版本和人口统计信息调查问卷来衡量的。结果显示，哥斯达黎加教师自我报告的面对面教学效率高于远程教育教学环境。此外，城市学校教师的教师自我效能感高于农村学校教师。教师教育工作者和教师培训师应考虑提供职前和在职培训，以满足远程幼儿的教育需求。政府应投入更多资金发展快速网络，为教育工作者和学生提供培训和技能，并降低弱势群体的互联网连接成本。