An Application of the Revised "Lecturer Self-Efficacy Questionnaire": An Evidence-Based Route for Initiating Transformational Change

Autor/inn/en	Sharp, John G.; Hemmings, Brian; Kay, Russell; Callinan, Carol
Titel	An Application of the Revised "Lecturer Self-Efficacy Questionnaire": An Evidence-Based Route for Initiating Transformational Change
Quelle	In: Journal of Further and Higher Education, 37 (2013) 5, S.643-674 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.645596
Schlagwörter	Self Efficacy; Questionnaires; Foreign Countries; Teacher Attitudes; Teacher Effectiveness; Research Skills; Case Studies; Educational Policy; Higher Education; Continuing Education; Validity; Reliability; Statistical Analysis; Teacher Qualifications; Gender Differences; Transformative Learning; Social Cognition; Cultural Context; College Faculty; Teacher Characteristics; Profiles; Job Satisfaction; Item Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Fragebogen; Ausland; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Forschungsleistung; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weiterbildung; Gültigkeit; Reliabilität; Statistische Analyse; Lehrqualifikation; Geschlechterkonflikt; Pädagogische Transformation; Soziale Kognition; Fakultät; Charakterisierung; Profilanalyse; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Itemanalyse; Großbritannien
Abstract	This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities among lecturers, the institutional case-study presented here suggests that this instrument has considerable diagnostic potential for leaders, managers and administrators wishing to explore operational aspects of policy, evaluate strategy and initiate professional dialogue at a variety of levels. Its indicated value as a diagnostic tool suggests a relevance not only to higher but also to further education, where degree-level provision is established and likely to increase. Following an earlier rigorous reassessment and re-evaluation of the questionnaire's validity and reliability, including a robust statistical analysis of its associated scales and subscales, findings indicate that respondents felt most confident across all aspects of teaching -- the core function which also occupied most of their time. Perhaps surprisingly for the institution involved in the case study, research -- which occupied the least amount of time -- generally displayed the most pronounced confidence hierarchy, from activities attached to data collection and analysis to leading funded research projects. Outcomes for other academic or service-related activities were generally mixed, but confidence attached to internal academic events was higher than that linked to external ones. Taken together, the findings, including the effects of career stage, qualifications, gender, research output and workload distribution, were considered sufficient to initiate an appropriate strategic response directed towards transformational change. The limitations of the questionnaire are considered in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10