FACULTY MEMBERS’ UNDERSTANDING OF TEACHING EFFICACY CRITERIA AND IT RELATION TO THEIR CHARACTERISTICS
Journal Title: International Journal of Instruction - Year 2012, Vol 5, Issue 2
Abstract
This study, examining university teaching, is aimed to understand more about university faculty members’ sense of teaching efficacy criteria, with the hope to provide insights for future strategies in faculty development training program universities and colleges. In this study, a descriptive and correlational survey is used. The population of this study was all faculty members at four state universities in Sistan and Baluchestan Province in Iran. The research instrument for the study was a questionnaire designated as The Faculty Teaching Self-Efficacy scale (FTSE). The findings showed that the faculty members felt efficacious in their work in the following criteria: communication skills, assessment, subject matters, curriculum and instruction, learning environment, and to implement technology. In other word, faculty members rated their teaching efficacy in all criteria as good. This study has also found relatively high positive correlation between criteria of teaching efficacy, and some significant differences for faculty members with different backgrounds. For example, faculty members with more than 20 years of experience have had good assessment skill in comparison with other groups. Faculty members in the education discipline had higher efficacy than their counterparts in some or even all dimensions of teaching efficacy.
Authors and Affiliations
Vali Mehdinezhad
Keywords
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