Examining Faculty Background and Self-Efficacy as Factors in Teaching
Faculty Mentor Information
Kasee L. Smith
Presentation Date
7-2017
Abstract
Understanding faculty characteristics and educational background are essential to inform professional development for post-secondary educators. Self-efficacy is important faculty characteristic which has been cited as a component directly related to teacher performance. This descriptive study was conducted as a census of teaching staff in the College of Agriculture and Life Sciences during 2016-17(N = 53). The purpose of this study was to describe the teaching background and self-efficacy of faculty members and examine differences in self-efficacy based on demographic factors. The survey instrument collected teaching background information, demographic characteristics, and included the short form of the Teacher Sense of Efficacy Scale to measure self-efficacy in the constructs of instructional strategies, classroom management, and student engagement. Results indicated more than half of respondents were not provided formal teaching training and did not serve as teaching assistants before teaching. Overall, faculty members had moderate levels of self-efficacy. Analysis of variance revealed differences between self-efficacy constructs based on demographic characteristics. Faculty members who had taught longer reported lower levels of self-efficacy related to student engagement and higher classroom management self-efficacy. These results highlight the importance of faculty development and can help to improve teaching performance and confidence in faculty members across the nation.
Examining Faculty Background and Self-Efficacy as Factors in Teaching
Understanding faculty characteristics and educational background are essential to inform professional development for post-secondary educators. Self-efficacy is important faculty characteristic which has been cited as a component directly related to teacher performance. This descriptive study was conducted as a census of teaching staff in the College of Agriculture and Life Sciences during 2016-17(N = 53). The purpose of this study was to describe the teaching background and self-efficacy of faculty members and examine differences in self-efficacy based on demographic factors. The survey instrument collected teaching background information, demographic characteristics, and included the short form of the Teacher Sense of Efficacy Scale to measure self-efficacy in the constructs of instructional strategies, classroom management, and student engagement. Results indicated more than half of respondents were not provided formal teaching training and did not serve as teaching assistants before teaching. Overall, faculty members had moderate levels of self-efficacy. Analysis of variance revealed differences between self-efficacy constructs based on demographic characteristics. Faculty members who had taught longer reported lower levels of self-efficacy related to student engagement and higher classroom management self-efficacy. These results highlight the importance of faculty development and can help to improve teaching performance and confidence in faculty members across the nation.