Developing teaching self-efficacy in research institutions: A study of award-winning professors

David B. Morris, Ellen L. Usher

Research output: Contribution to journalArticlepeer-review

73 Scopus citations

Abstract

The purpose of this study was to assess the sources of award-wining research professors' (six women; six men) teaching self-efficacy through the framework of Bandura's (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.

Original languageEnglish
Pages (from-to)232-245
Number of pages14
JournalContemporary Educational Psychology
Volume36
Issue number3
DOIs
StatePublished - Jul 2011

Keywords

  • Higher education
  • Motivation
  • Self-efficacy
  • Sources of self-efficacy
  • Teacher self-efficacy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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