Investigating Relationships Among Faculty Self-Efficacy for Teaching, Feedback Mechanisms and Self-Reflection: Implications for Pedagogical Reform

• In Event: Critical Issues in Teaching and Learning

Abstract

Self-efficacy refers to an individual’s self-appraisal about his or her ability to perform a particular task in a specific context, and high self-efficacy beliefs have been linked to superior task performance and motivation. However, little research has been conducted at the postsecondary level in this area. In this paper we examine the dynamics among self-efficacy beliefs, feedback mechanisms, reflective practice and participation in pedagogical reforms. The study is a mixed methods analysis of interview (n=56) and survey (n=436) data from faculty in math and science departments at three research universities. Using thematic and structured equation modeling analyses, we found that many faculty held unclear self-efficacy beliefs, and that few robust sources of feedback exist. Implications for pedagogical reform are considered.

Authors

• Matthew Tadashi Hora, University of Wisconsin - Madison

• Joseph J. Ferrare, University of Wisconsin - Madison

• Jeremiah Isaac Holden, University of Wisconsin - Madison