College faculty's perceptions of their teaching efficacy

Year: 2006

Author: Chang, Te-Sheng, Lin, Huei-Hsuan, Song, Mei-Mei

Type of paper: Abstract refereed

This study was to investigate faculty perceptions of teaching efficacy and their relation to faculty characteristics. The sample included 513 faculty members from 17 universities in Taiwan. The instrument, Faculty Perceptions of Teaching Self-Efficacy Scale, consisted of six dimensions: Content, Pedagogy, Interaction, Technology, Support, and Assessment. The results indicate that faculty in this sample felt efficacious, from the greatest to the least, in the following areas: Content, Interaction, Support, Assessment, Technology, and Pedagogy. The statistical significances are found between male and female faculty members in their perceptions of teaching efficacy in the area of Interaction and Support. Faculty from public university show higher efficacy than private faculty on all of teaching factors. However, faculty with less than five years of teaching experience show lower perception of teaching efficacy in Content than do other faculty. Faculty teaching courses matched their specialty fell more confident about their teaching than partially-matched faculty. Full professors show a higher level of efficacy perception in Content and Pedagogy than assistant professors.

Keywords: College Faculty, College Teaching, Teaching Self-efficacy