Faculty Members’ Understanding of Teaching Efficacy Criteria

A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam

“…Furthermore, these researches also indicated that female score significantly higher than male faculty in classroom management which disputed in this study. However, Mehdinezhad (2012) shows that there was no significant differences between faculty teaching efficacy and their gender. Note.…”

“…Tschannen-Moran, Woolfolk Hoy and Hoy (1998) identified that teacher efficacy has been connected with student attitudes, teachers' classroom behaviors, teachers' attitudes, teacher stress and burnout, and teachers' willingness to implement innovation. Furthermore, Research shows that teaching efficacy related to different psychological factors of the instructor, such as willingness to accept new ideas (Brouwers & Tomic, 2003;Henson, 2001, Ross & Bruce, 2007, persistence for student dissatisfaction (Gibson & Dembo, 1984), spend time for teaching per semester (Kim, 2009), and teacher assessment (Gkolia & Belias, & Koustelios, 2014;Carara, Barbaranelli, Steca, & Malone, 2006), classroom management behavior (Giallo & Little, 2003;Henson, 2001), responsibility for student learning (Darling-Hammond, Chung, & Frelow, 2002), trust and openness (Goddard, Hoy, & Woolfolk-Hoy, 2004), and happiness of teacher (Mehdinezhad, 2012). However, there is as yet no empirical research on the effects between faculty teaching efficacy and organizational environment factors (e.g, teaching resources, organizational culture, remuneration policy, and administrative support) or comparison among male and female faculty teaching efficacy with different individual factors.…”

“…Gow and Kember (1993) found nine subscales of teaching conceptions, such as: training for specific jobs, imparting information, knowledge of subjects, problem solving, motivator of students, use of media, facilitative teaching, pastoral interest, and interactive teaching. According to Mehdinezhad (2012), faculty members' self-ratings of their teaching efficacy clustered around six teaching self-efficacy factors: subject matters or content knowledge, curriculum and instruction knowledge, interaction or communication competencies, evaluation of learning or assessment, knowledge of the learning environment and implementing technology in the curriculum. In this study, we used 27 items of six factors of teaching efficacy by research of Chang, McKeachie, and Lin (2010).…”

Administrative Support, Remuneration Policy and Faculty Teaching Efficacy in Vietnamese Higher Education

“…Tschannen-Moran, Woolfolk Hoy and Hoy (1998) identified that teacher efficacy has been connected with student attitudes, teachers' classroom behaviors, teachers' attitudes, teacher stress and burnout, and teachers' willingness to implement innovation. Furthermore, Research shows that teaching efficacy related to different psychological factors of the instructor, such as willingness to accept new ideas (Brouwers & Tomic, 2003;Ross & Bruce, 2007), spend time for teaching per semester (Kim, 2009), and teacher assessment (Gkolia & Belias, & Koustelios, 2014;Carara, Barbaranelli, Steca, & Malone, 2006), classroom management behavior (Giallo & Little, 2003), responsibility for student learning (Darling-Hammond, Chung, & Frelow, 2002), trust and openness (Goddard, Hoy, & Woolfolk-Hoy, 2004), and happiness of teacher (Mehdinezhad, 2012). However, very few studies have been done on the relationship between faculty teaching efficacy and factors of remuneration policy and administrative support.…”

“…The research of Brown (1993) measured faculty teaching efficacy in five factors, including course design, use of media, class management, teacher-student interaction, assessment and feedback to students. According to Mehdinezhad (2012), faculty members' self-ratings of their teaching efficacy clustered around six teaching self-efficacy factors: subject matters or content knowledge, curriculum and instruction knowledge, interaction or communication competencies, evaluation of learning or assessment, knowledge of the learning environment and implementing technology in the curriculum. In this study, we used 27 items of six factors of teaching efficacy by research of Chang, McKeachie, and Lin (2010).…”