Self-efficacy and satisfaction with teaching in online courses

Debra Hampton, Amanda Culp-Roche, Angie Hensley, Jessica Wilson, Jo Ann Otts, Amanda Thaxton-Wiggins, Sharon Fruh, Debra K. Moser

Research output: Contribution to journalArticlepeer-review

62 Scopus citations

Abstract

Background Growth of online education has increased the demand for satisfied educators with perceived self-efficacy in online teaching. Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes. Purpose The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty. Methods This study used a descriptive cross-sectional survey design. Faculty satisfaction was measured by the Online Instructor Satisfaction Measure, and self-efficacy for online teaching was measured by the Michigan Nurse Educator's Sense of Efficacy for Online Teaching instrument. Results The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction. Conclusions Teacher self-efficacy can be facilitated through faculty development and increased experience teaching online.

Original languageEnglish
Pages (from-to)302-306
Number of pages5
JournalNurse Educator
Volume45
Issue number6
DOIs
StatePublished - Nov 1 2020

Bibliographical note

Publisher Copyright:
© Wolters Kluwer Health, Inc. All rights reserved.

Keywords

  • nursing education
  • online education
  • online nursing faculty
  • satisfaction
  • teaching self-efficacy

ASJC Scopus subject areas

  • General Nursing
  • Education
  • Fundamentals and skills
  • LPN and LVN

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