College Teaching Self-Efficacy and College Teaching Adaptability's Influence on Job Satisfaction in Higher Education

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Faculty Issues 1 (Table 18)

Abstract

Although research has shown that teaching adaptability and teaching self-efficacy can increase teaching job satisfaction (Collie & Martin, 2017; Duffy & Lent, 2009; Soykan et al., 2019), these potential effects have yet to be measured in the higher education context. The purpose of this study is to understand better factors contributing to faculty’s sense of satisfaction and to develop measurement tools best suited to reflect faculty adaptability and self-efficacy. Data was collected through a multi-form survey from undergraduate, graduate, doctoral, and research institution instructors. Participants (N=273) represent over 22 different subjects or fields. Confirmatory factor analyses for each measurement tool yielded 'great' fitting models. The preliminary findings reveal that these variables are represented differently between higher education institutions.

Authors

• Kara Michelle Page, Texas Tech University Health Sciences Center

• Kamau Siwatu, Texas Tech University