Authors: Matthew T. Hora, Joseph Ferrare

January 2012, 30 pp.

Abstract: The antecedents of faculty self-efficacy beliefs for teaching undergraduates are examined using thematic analysis of interview data (n=56) and structural equation modeling of survey data (n=436). Results indicate that many instructors have ambiguous self-efficacy beliefs, and that pedagogical reflection is a significant antecedent to these beliefs.

Keywords: teaching, higher education, faculty issues, self-efficacy

Read the full working paper: Investigating the Antecedents to Instructors’ Self-Efficacy for Teaching: Implications for Pedagogical Reform (PDF)