Teaching Self-Efficacy of College Adjunct Faculty: A Mixed-Methods Exploration

• In Event: The Role of Contingent and Part-Time Faculty in Student Learning

Abstract

An explanatory sequential mixed-methods design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty completed a modified version of the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Subsequent interviews explained noteworthy survey data. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and influential factors. Teaching self-efficacy for creating a positive learning environment was rated highest. Assessing student learning was lowest. More experienced faculty scored higher than newer instructors. Teaching self-efficacy was highly influenced by experience and feedback. Accommodating a range of learners was the most significant challenge influencing teaching self-efficacy. Recommendations recognize differing needs based on experience and the necessity of reforming adjunct faculty’s working conditions.

Authors

• Christy Tyndall, Virginia Commonwealth University

• Kathleen M. Cauley, Virginia Commonwealth University