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Developing Teaching Self-Efficacy in Research Institution: A Study of Award-winning Professor

Original Content Publication Date: 07/01/2011


In a study to assess six male and six female award-winning research professors, interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related leading to outstanding research results from these professors. These professors identified past instructional successes and students’ evaluative feedback as the most powerful sources of their teaching self-efficacy.

Key Points

  • Self-Efficacy is defined as the “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments”.
  • These instructors plan and organize more effectively, are more likely to employ and seek out engaging instructional strategies, put forth greater effort in motivating their students, and are more resilient when faced by obstacles
  • The article additionally states, “Students of teachers with higher self-efficacy tend to have higher expectation of themselves and perform better on standardized tests.”

Discussion Questions

  1. How do award winning professors teach?
  2. Think of your favorite teachers or professors. Did any of them exemplify the qualities listed in the article?


 Link to original article


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