In this article I discuss ways of increasing teacher efficacy identified as a key belief system in the enhancement of teacher effectiveness. Teacher efficacy is defined and its impact on teacher effectiveness explored. The need to increase teacher efficacy to enhance the design, implementation and outcomes of instruction is discussed with special focus on caring and its potential as a catalyst for expanding teachers' perception of their power to make a difference in the lives and performance of their students.

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This study measured faculty perception of their power to influence the diversity initiative goals. Nine hundred faculty members were sent the questionnaire; 20% responded to the survey with 17% agreeing to the informed consent and completing the questionnaire. Findings indicate that faculty are undecided of whether or not they have the power to influence the diversity initiative suggesting that the hypothesis that faculty are not engaged in promotion of the university's diversity initiative is true.

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