Fostering Teaching Self-Efficacy of Faculty Through Social Learning: A Mixed Methods Study

• Published in: The journal of faculty development Vol. 39; no. 3; pp. 14 - 21
• Main Authors: Franklin, Elizabeth, Bagwell, Jana, Bryant, Lisa, Colson, Sherry
• Format: Journal Article
• Language: English
• Published: Madison Magna Publications 01.09.2025; Magna Publications, Inc
• Subjects: Academic Achievement; Allied Health Occupations Education; Beliefs; Burnout; Classroom management; Classroom Techniques; Coding; College Faculty; Comparative Analysis; Comparative Education; Data Collection; Education, Higher; Educational Assessment; Educational Development; Educational Experience; Educational Methods; Educational Objectives; Educational Strategies; Educational Theories; Elementary Secondary Education; Faculty College Relationship; Faculty Development; Grounded Theory; Health Occupations; Higher education; Learner Engagement; Learning; Methods; Mixed methods research; Professions; Reflective Teaching; Self-efficacy; Self-Efficacy Beliefs; Skills; Social aspects; Social Learning Theory; Students; Teaching; Teaching Self-Efficacy
• ISSN: 2153-1900; 2153-1919

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.