Self-Efficacy, Organizational Culture, and Change Process Correlates of Faculty

• In Event: Professional and Personal Identities of Faculty and Graduate Students

Abstract

This paper presents the results of a study that examined relationships between science and mathematics faculty engagement in non-traditional roles advocated by a new statewide policy designed to improve K-16 teaching practices and student learning. Of interest was the extent to which actual faculty engagement in new roles and partnerships with K-16 schools was explained by new measures of personal/organizational change processes, self-efficacy beliefs and elements of department culture. The results showed that the measure of change processes was the most important variable associated with actual faculty engagement and that self-efficacy beliefs serve to mediate linkages between change processes and changes in faculty roles in K-16 contexts. Implications of the results for policy, practice and future research are described.

Authors

• Chad D. Ellett, CDE Research Associates, Inc.

• Kadir Demir, Georgia State University

• Lisa M. Martin-Hansen, Georgia State University

• Judy Awong-Taylor, University System of Georgia

• Nancy Vandergrift, University of Georgia