| Title: |
Fostering Teaching Self-Efficacy of Faculty through Social Learning: A Mixed Methods Study |
| Language: |
English |
| Authors: |
Elizabeth Franklin; Jana Bagwell; Lisa Bryant; Sherry Colson |
| Source: |
Journal of Faculty Development. 2025 39(3):14-21. |
| Availability: |
Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
College Faculty; Self Efficacy; Teacher Effectiveness; Faculty Development; Socialization; Teacher Attitudes; Program Effectiveness; Allied Health Occupations Education |
| ISSN: |
2153-1900; 2153-1919 |
| Abstract: |
Higher education faculty may have confidence in discipline-related skills and professional experience but lack self-efficacy in teaching. Self-efficacy beliefs about teaching relate to positive outcomes for students and faculty. This study examined the impact of a faculty development program based on Social Learning Theory (SLT) on the Teaching Self-Efficacy Beliefs (TSEB) of faculty in an allied health school. Quantitative findings reveal increased TSEB post-program participation, especially in student engagement, classroom management, and instructional strategies. Qualitative themes emphasized strategic, student-focused, and skills-based activities that are scaffolded and sustained. Findings from this mixed methods investigation apply to all faculty, regardless of setting. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Access URL: |
https://www.ingentaconnect.com/contentone/magna/jfd/2025/00000039/00000003/art00004 |
| Accession Number: |
EJ1482446 |
| Database: |
ERIC |