Research and teaching self-efficacy of university faculty: Relations with job satisfaction

By Khayala Ismayilova, Robert M. Klassen. International Journal of Educational Research, 2019

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Abstract We explored the research and teaching self-efficacy and job satisfaction of 528 university faculty (46% female) from Azerbaijan and Turkey using a mixed methods approach. Results from the quantitative Study 1 showed that teaching self-efficacy was higher than research self-efficacy, and that levels of research self-efficacy varied according to career stage and qualifications, but not gender. Job satisfaction was highest for faculty members with Master’s degrees. Teaching self-efficacy was the strongest predictor of job satisfaction. The results from qualitative Study 2 showed that contextual factors such as university climate and peer collegiality influenced self-efficacy and job satisfaction. Implications of the findings for university administrators and policy-makers in Azerbaijan and Turkey were presented.

Subfields: Education, Information Systems

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