NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061117
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0313-7155
Strengthening the Teaching Self-Efficacy of Early Career Academics
Hemmings, Brian Colin
Issues in Educational Research, v25 n1 p1-17 2015
This article reports on a qualitative study exploring teaching self-efficacy (defined as a belief in capability to execute teaching-related tasks) in a higher education context. It is based on the views of 12 early career academics (ECAs) employed at Charles Sturt University who were interviewed to learn more about how their teaching self-efficacy was developed and what strengthened, or impeded, this development. The interview data were examined using a thematic analysis and four themes emerged from that analysis. The themes were labelled experience, feedback and self-reflection, support from colleagues, and professional learning and are discussed in detail. The discussion is underpinned by social cognition theory and underscores how self-efficacy interacts with other personal, behaviour, and environmental factors. The article concludes by considering the implications of the results for those designing professional learning activities for ECAs, and suggesting possible avenues for future related research.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia