Teaching Self-Efficacy of Graduate Student Instructors: Exploring Motivation, Autonomy Support, and Undergraduate Student Engagement

• In Event: Self-Efficacy, Self-Determined Motivation, and Grit in Relation to Faculty Outcomes:

Abstract

Teaching motivation is an important predictor of high-quality teaching. Because many U.S. graduate student instructors (GSIs) teach undergraduate courses and eventually become faculty members, understanding motivational beliefs of GSIs is essential. GSIs often lack confidence and adequate preparation for teaching. Our study explored antecedents of teaching self-efficacy for 98 GSIs from various disciplines. The number of semesters completed in graduate school and being in a non-STEM field were positively associated with teaching self-efficacy for instructional approaches and teaching self-efficacy for learning environment. Teaching self-efficacy along with autonomy-supportive instruction was positively related to undergraduates’ engagement. Relations between autonomy-support and classroom engagement were moderated by teaching self-efficacy; this was more pronounced for STEM contexts. Implications for research and practice are discussed.

Authors

• Carlton J. Fong, Texas State University

• Jendayi Bizzelle Dillard, The University of Texas at Austin

• Molly Hatcher, The University of Texas at Austin