Exploring the Relationships Between Intellectual Humility, Wisdom, and Teacher Self-Efficacy in Postsecondary Instructors

• In Event: Academic Freedom and Faculty Productivity

Abstract

This study explored the relationships between intellectual humility, wisdom, and teacher self-efficacy in a sample of post secondary instructors. Intellectual humility was measured using the Comprehensive Intellectual Humility Scale (CIHS; Krumerai-Mancuso & Rouse, 2016), wisdom was measured using an abbreviated version of the Three-Dimensional Wisdom Scale (3-DWS; Ardelt, 2003), and teacher self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES; Tschannen-Moran & Woodfolk-Hoy, 2001). Bivariate correlations revealed that teacher self-efficacy was negatively correlated with intellectual humility (r = -.346, p < .001) but positively correlated with wisdom (r = .533, p < .001) in this sample. Wisdom and intellectual humility were negatively correlated in this sample (r = -.448, p < .001).

Authors

• Sol Adams
  Non-Presenting Author

• Molly Jameson, University of Northern Colorado
  Presenting Author