Early Career Faculty Members' Teaching Self-Efficacy and Connectedness With Students: A Narrative Inquiry

• In Event: Spotlight on Teachers: Insights From Teacher Emotion and Motivation Research

Abstract

Abstract
While much research has been done on connectedness and perceived competence in students, there is a critical need to understand more about how these internal processes manifest in teachers, namely university faculty. This narrative inquiry explored the lived experiences of five full-time early career Arts & Sciences faculty members, their perceptions of their teaching self-efficacy and their relationships with students. Participants had less than five years of experience as full-time faculty and worked at four different universities across the continental United States. Preliminary findings indicate that faculty want to have meaningful relationships with student but struggle with their perceived capability to implement culturally responsive teaching practices and support students’ mental well-being.

Author

• John Martin Shipko, College of William & Mary